mid-term evaluation of the ongoing cooperation with moi … · mid-term evaluation of the ongoing...

VLIR-UOS

Flemish University Council

University Development Cooperation

Mid-term evaluation

of the ongoing cooperation with

Moi University, Kenya

MARCH 2011

Neil Butcher (Coord.) & Daniel Sifuna

sharing minds, changing lives

Mid-term evaluation of the ongoing cooperation with Moi University, Kenya 1/158

Contents

LIST OF TABLES 4

ACRONYMS AND ABBREVIATIONS 5

FOREWORD 7

EXECUTIVE SUMMARY 8

Introduction 8

The MU-K IUC 8

Evaluation Findings 9

Assessment of Programme Management 10

Cross-Cutting Programme Issues 12

Budgetary Issues 12

Conclusions and Recommendations 13

1 EVALUATION METHODOLOGY AND PROCEDURE 17

1.1. Briefing of the International Expert in Belgium 17

1.2. Desk Research 17

1.3. Evaluation Mission 18

1.4. Deliverables 18

2 BACKGROUND: KENYA AND MOI UNIVERSITY 19

2.1 Kenya 19 2.1.1. General Information 19 2.1.2. Economic Potential, Performance, and Development Strategies 19 2.1.3. Higher Education 21

2.2. Moi University 22 2.2.1. Location and Size 22

2.3. Alignment of MU-K IUC with National and University Strategies 24 2.3.1. Kenya Vision 2030 24 2.3.2. The National Strategy for University Education (2007 – 2015) 24 2.3.3. The University Strategic Plan 24

2.4. The VLIR-UOS University Partnership Programme (VLIR-UOS-IUC) 25 2.4.1. Division of Tasks within the IUC Programme 27

2.5. Elaboration of the MU-K IUC Partnership 27 2.5.1. Stakeholders of the MU-K IUC Partnership 29 2.5.2. Programme Structure for Phase I 30

3 EVALUATION FINDINGS 35

3.1. Individual Project Performance 35 3.1.1. Project 2. Civil and Structural Engineering 35 3.1.2. Project 3: Agriculture and Biotechnology 36 3.1.3. Project 4: Health Sciences 37 3.1.4. Project 5: Textiles 38


3.1.5. Project 6: Gender 39 3.1.6. Project 7: Information and Communication Technology 41

3.2. Analysis by Key Result Areas 42 3.2.1. KRA 1: Research 42 3.2.2. KRA 2: Education 44 3.2.3. KRA 3: Extension and Outreach 45 3.2.4. KRA 4: Management 46 3.2.5. KRA 5: Human Resource Development 46 3.2.6. KRA 6: Infrastructure 47 3.2.7. KRA 7: Resource Mobilization 48

3.3. Assessment of Programme Management 49 3.3.1. Introduction 49 3.3.2. Programme Management Capacity 49 3.3.3. Policy Manual 50 3.3.4. Project Design 51 3.3.5. Project Reporting 51 3.3.6. Chepkoilel University College 52 3.3.7. Communication Challenges 52

3.4. Cross-Cutting Programme Issues 53 3.4.1. Synergy between MU-K and Northern Project Teams 53 3.4.2. Inter-Project Cooperation 55 3.4.3. Gender Mainstreaming 58 3.4.4. Comparison of the VLIR-UOS-IUC Model with Similar Programmes Run by Other Donors 58

4 BUDGETARY ISSUES 60

4.1. General Overview 60

4.2. Overall Expenditure 60

4.3. Procurement Challenges 62

5 CONCLUSIONS AND RECOMMENDATIONS 63

5.1. Overall Programme Assessment 63

5.2. Value-for-Money 65

5.3. Recommendations 65 5.3.1. Project Level Recommendations 65 5.3.2. Programme Level Recommendations 67 5.3.3. VLIR-UOS Secretariat Level Recommendations 69

APPENDIX ONE: INTERVIEWS AND MEETINGS HELD DURING THE MU-K IUC MID-TERM EVALUATION MISSIONS TO BRUSSELS AND KENYA ON 11TH – 13TH JANUARY, 2011 AND 7TH – 16TH FEBRUARY, 2011 70

APPENDIX TWO: ROLES OF KEY STAFF FROM THE SOUTH AND THE NORTH IN THE MU-K IUC PROGRAMME 75

APPENDIX THREE: VLIR-UOS-IUC PROGRAMME EVALUATION CRITERIA (AS PRESENTED IN EVALUATION TERMS OF REFERENCE) 76

APPENDIX FOUR: LOGICAL FRAMEWORK ANALYSIS FOR PROJECT 2: CIVIL AND STRUCTURAL ENGINEERING 82


APPENDIX FIVE: LOGICAL FRAMEWORK ANALYSIS FOR PROJECT 3: AGRICULTURE AND BIOTECHNOLOGY 89

APPENDIX SIX: LOGICAL FRAMEWORK ANALYSIS FOR PROJECT 4: HEALTH SCIENCES 98

APPENDIX SEVEN: LOGICAL FRAMEWORK ANALYSIS FOR PROJECT 5: TEXTILES 102

APPENDIX EIGHT: LOGICAL FRAMEWORK ANALYSIS FOR PROJECT 6: GENDER 107

APPENDIX NINE: LOGICAL FRAMEWORK ANALYSIS FOR PROJECT 7: INFORMATION AND COMMUNICATION TECHNOLOGY 113

APPENDIX FOURTEEN: ANNUAL FINANCIAL REPORTS 117

APPENDIX ELEVEN: RESEARCH PUBLICATIONS 124

APPENDIX TWELVE: POSTGRADUATE STUDENT SCHEDULES 129

APPENDIX THIRTEEN: FIXED ASSETS REGISTER 132


List of Tables

Table 1 Summary scoring of the quality of Key Result Areas (KRAs) generated by the MU-K IUC Programme........................................................................................................................ 14

Table 2 Moi University Student Enrolment 2010/2011 ................................................................. 23 Table 3 Summary of outputs of KRA-Research in terms of scientific research publications and

technical manuals produced by the MUIUC projects in Phase I ....................................... 42 Table 4 Programme Synergy Matrix .............................................................................................. 56 Table 5 Summary of Expenditure: AP2007 – AP2009 .................................................................... 61 Table 6 Summary scoring of the quality of Key Result Areas (KRAs) generated by the MU-K IUC

Programme........................................................................................................................ 64 Table 7 Evaluation indicators ......................................................................................................... 77 Table 8 Programme-Level Criteria ................................................................................................. 78 Table 9 Annual Financial Report for AP 2008 .............................................................................. 117 Table 10 Annual Financial Report for AP 2007 .............................................................................. 119 Table 11 Annual Financial Report for AP 2008 .............................................................................. 121 Table 12 Annual Financial Report for AP 2009 .............................................................................. 123 Table 13 Moi University Staff Enrolled on Ph.D. Training ............................................................. 129 Table 14 Moi University Staff Enrolled on Master’s Training ........................................................ 129 Table 15 Moi University Staff Enrolled on Undergraduate Training ............................................. 130 Table 16 Moi University Staff Enrolled on Diploma Training ........................................................ 130 Table 17 Programme Support Unit Assets ..................................................................................... 132 Table 18 Project 2: CSE Assets ....................................................................................................... 134 Table 19 Project 3:AgBio Assets .................................................................................................... 136 Table 20 Project 4: Health Assets .................................................................................................. 139 Table 21 Project 5: Textiles Assets ................................................................................................. 144 Table 22 Project 6: Gender Assets ................................................................................................. 145 Table 23 Project 7: ICT Assets ........................................................................................................ 146


Acronyms and Abbreviations

AGBIO Agriculture and Biotechnology

AMPATH Academic Model Providing Access To Health Care

AP Annual Programme in the VLIR-UOS-IUC context

ATC Agricultural Training Centre

DGD Director-General for Development Cooperation

DGDC Directorate General for Development Cooperation of the Belgian Government

DSS Demographic Surveillance System

DVD Digital Video Disc

EC Evaluation Commission

EU European Union

GEP Gender Equity Project

HE Higher Education

HRD Human Resource Development

ICOS Instellings Coördinatoren voor Ontwikkelings Samenwerking (Institutional Coordinators for Development Cooperation)

IRMO International Relations and Mobility Office

ICT Information and Communication Technology

IGERD Institute of Gender Equity, Research and Development

IR Intermediate Results

ISO International Organization for Standardization

IUC Institutional University Cooperation Initiative of VLIR-UOS

KARI Kenya Agricultural Research Institute

KENET KENYA Education Network

KRA Key Result Area

KUL Katholieke Universiteit Leuven

LAN Local Area Network

Logframe Logical Framework

LR Long Rain Season

MHO Joint Financing Programme for Cooperation in Higher Education

MU-K Moi University, Kenya

MU Moi University

NCGD National Centre for Gender Development

NGO Non-Governmental Organization

NSS North-South-South collaboration between universities

OVI Objectively verifiable indicators cited in a logframe matrix


OWN VLIR-UOS Initiative Programme

PCM Project Cycle Management (log-frames form basis of project structure)

PSU Programme Support Unit

REAL Rivatex East Africa Limited

SAB School of Agriculture and Biotechnology

SR Sort Rain Season

TOR Terms of Reference

TOT Trainer of trainers

UG University of Ghent

USD United States Dollar

VC Vice Chancellor

VLAN Virtual Local Area Network

VLIR-UOS Vlaamse Interuniversitaire Raad – Universitaire Ontwikkelingssamenwerking

VUB Vrije Universiteit Brussel


Foreword

The Mid-Term Evaluation of the Flemish Institutional University Cooperation with Moi University (MU-K IUC) was carried out by an Evaluation Commission consisting of international expert Neil Butcher (South Africa) and local expert Professor Daniel Sifuna (Kenya). The Commission had as its main tasks:

1) A briefing for the International expert at the Flemish University Council (VLIR-UOS) Secretariat in Brussels from 11th – 13th January, 2011.

2) Examination of programme and project plans, annual reports and plans, and written self-assessment reports prepared by both the Flemish and the MU-K stakeholders.

3) A fact-finding mission of eight days in February, 2011. This coincided with a mid-term review workshop organized by the Southern and Northern Partners, at which project progress and some of the scientific outputs of the Programme were presented.

4) Preparation of a draft report on the Final Evaluation for submission to VLIR-UOS by mid-March, 2011.

5) Receipt of comments and reactions to the draft report by the coordinator and project leaders at MU-K, Flemish University stakeholders, and VLIR-UOS within a one-month period.

6) Preparation of the Final Report, followed by its submission in both hardcopy and softcopy forms to VLIR-UOS, Brussels.

The Evaluation Commission acknowledges the extensive support it received from the VLIR-UOS Secretariat in Brussels in providing it detailed information, advice and support, and relevant documents required for an effective evaluation. The Commission also thanks the Programme Support Unit (PSU) at MU-K for its untiring assistance in providing documents and organizing a programme of visits during which interviews were held with South and North Stakeholders, at and following the MU-K mid-term review workshop. We would particularly like to acknowledge the efforts and support of Prof. Stanley Shitote in this regard. This report represents the views of the members of the MU-K Evaluation Commission, and does not necessarily reflect the opinions of VLIR-UOS. The Evaluation Commission bears therefore sole responsibility for the report in terms of its content and structure. Neil Butcher (International Expert and Leader of the Evaluation Commission) Neil Butcher and Associates, 64 Galway Road, Parkview, Johannesburg 2193, South Africa Email: [email protected] Daniel Sifuna (Local Expert) OWN & Associates Centre for Research and Development, Kogo Star Plaza, Mezzanine Floor P. O. Box 67462-00200 City Square Nairobi, Kenya Email: [email protected] 11th March, 2011

mailto:[email protected]

mailto:[email protected]


Executive Summary

Introduction

The terms of reference for the Evaluation Commission (EC) were to carry out a mid-term review of the Flemish Institutional University Cooperation with Moi University (MU-K IUC) Partnership, which is due to complete Phase I in March, 2012. The EC was instructed by VLIR-UOS to generate conclusions that would allow:

1) VLIR-UOS to make a decision regarding the formulation of a second phase of the collaboration; 2) The formulation of recommendations to all stakeholders in terms of the content and

management of the programme, including the overall policy framework; 3) Identification and commentary upon possible venues for the future of the programme. The evaluation mission itself comprised several components:

• A first round of interviews of various northern participants at the VLIR-UOS offices in Brussels (completed by the international evaluator).

• Participation of the EC in a mid-term review workshop organized by Moi University in Eldoret and Kisumu, combined with a second round of interviews of both northern and southern participants during the workshop.

• Field visits to Webuye District Hospital to examine programme activities in health and the DSS for Project 4 and gender collaboration activities with schools for project 6. In Kakamega, a visit was paid to the KARI station for the soybean research and Mabanga Agricultural Training Centre (ATC), a Bokoli farm for the soil fertility and crop experiment (Project 3). The visits were undertaken by the local evaluator.

• A third round of interviews of southern participants in Eldoret.

The MU-K IUC

The overall academic objectives defined for MU-K IUC were:

1) Academic programmes will be reviewed and/or developed to deliver desired graduates at the undergraduate, masters and doctorate levels in the areas chosen for cooperation;

2) Human and infrastructure capacity will be developed for effective training, research and extension activities within the framework of the cooperation.

The overall developmental objectives defined for the programme were:

1) Solutions to varied socio-economic problems in the region of location of the University, triggered by significant poverty levels, are proposed; innovations will be developed and technology transfer undertaken to address the problems.

2) Professional programmes of varied duration and packaging will be developed and offered to empower the population and alleviate identified problems.

Phase I of the MU-K IUC has consisted of six projects (with a first ‘project’ being added to cover the activities of the Programme Support Unit). The six core projects of the IUC are as follows:

• Project Two: Capacity Building for Teaching, Research, and Extension in Civil and Structural Engineering

• Project Three: Strengthening Teaching, Research, and Technology Transfer in Agriculture and Biotechnology

• Project Four: Building Capacity, Research, and Extension in Health Sciences • Project Five: Capacity Enhancement for Textile Research and Extension


• Project Six: Institute for Gender Equity, Research, and Development Project • Project Seven: Creating an Enabling ICT Environment at Moi University for Communication and

Research

Evaluation Findings

Research was a major component of all six projects in the design of the first phase of the MU-IUC Programme. The projects planned to undertake research and publish the findings in peer-reviewed scholarly journals. With regard to publications in peer reviewed journals, most projects have not been able to achieve significant milestones during this Phase. A key bottleneck in producing research and publications is the extent to which senior academic personnel at MU-K are currently overloaded with teaching and administrative activities. This seriously limits their ability to publish papers, a problem that needs to be tackled during Phase II. It is also apparent that, in the project designs, there was little or no provision for senior academics from the south and north to carry out joint research projects from which they could easily publish their findings in scholarly journals. Finally, efforts to establish synergy around a common database have not yet succeeded. Some key milestones have however, been achieved in terms of conference papers and abstracts. In addition, research has considerably contributed to the knowledge base in the respective projects. Baseline surveys were quite useful in the design of project activities, some of which are not only important to the programme, but also useful in informing national policy on the various aspects of development. Although many of the research outputs have not been published in peer-reviewed journals, there has been quite a lot of research activity in both quantitative and qualitative terms and this is likely to inform national policy in a number of areas. It is assumed that several of these research activities will spill over into Phase II, especially through the writing of doctoral students’ dissertations. As a result of the MU-K IUC, some teaching programmes were revised and new ones mounted. The development of programmes was accompanied by some development of teaching and learning materials. Thus, the MU-K IUC has played a major role in enhancing the teaching and research capacity of the participating schools, which, in some cases, has led to increased enrolment of students. Existing programmes were revised and new ones developed. Teaching and learning equipment was procured, thereby creating a better learning environment. Extension and outreach activities of the projects have involved establishing working relationships with communities and other institutions. Thus, through extension and outreach, the programme has increased MU-K’s visibility nationally, as the various project activities have involved public and private institutions and started to have impact on the communities in western Kenya. Significant gains have been reported across all projects in human resource development. There have been noteworthy successes, but it seems clear that – when considered across all projects and against the original objectives as laid out in project logframes – Human Resource Development has progressed slower than anticipated in most projects, particularly at the doctoral level. There are sometimes good explanations for this, while it is also true that restrictive rules regarding shifting of spending from one financial year to another, combined with difficulties in securing affordable accommodation in Belgium, have slowed progress in this area. Another critical problem noted, particularly at the doctoral level, is that staff members enrolled on such programmes are often overwhelmed by other departmental responsibilities when they are based in Kenya, which slows their progress in doing research and completing theses. As capacity-building is central to the concept of the VLIR-UOS-IUCs and a central requirement for driving research activities and development of centres of excellence, emphasis clearly needs to be placed on finding solutions to these and other


problems affecting progress in human resource development. Across the six projects, the MU-K IUC has registered significant successes in building infrastructure at Moi University. Cars have been purchased to support key project activities, significant investment has taken place in ICT infrastructure of different kinds (including deployment of software applications), and the Programme has facilitated purchase of research equipment (most notably equipping a complete research and testing laboratory in Project 5). Although there have been changes in infrastructure procurement plans as Phase I has progressed, these largely seem to have fallen within the framework of expected shifts in strategy as needs and the external context have changed over the life of the Programme. There is limited evidence of separate resource mobilization being actively driven through the MU-K IUC. There have been some short-term successes in this regard, for example, project 7 successfully securing an additional €200,000 from VLIR-UOS to spend on ICT infrastructure in the early stages of Phase I. Another area of success in resource mobilization has been the extent to which several projects have been able to use postgraduate programme enrolments as a vehicle for recruitment of graduate assistants. However, the Programme is currently characterized by limited focus on resource mobilization and long-term sustainability. In addition, none of the projects seems to have a proper, documented understanding of the actual per-student costs (including academic staff time) of having students enrolled on its programmes. This means that programme success, as measured by increased enrolments, often occurs at the expense of Departmental sustainability, because new students simply inflate the workload of current academic staff without bringing in enough financial resources to cover these increased costs.

Assessment of Programme Management

Both southern and northern Programme Coordinators are to be congratulated for the level of effort that they have dedicated to the programme and its success, often in the face of quite complex logistical and administrative challenges. In terms of the presence of the different Programme Management elements considered essential to success, several, but not all of these, seem to be in place. The senior management of Moi University report a high level of awareness of the Programme, combined with regular briefing sessions from the PSU. This is a very positive development, which can serve to ensure ongoing linkages between the Programme and broader institutional strategy. Moi University has established a PSU Office to house the Programme Coordinator, Programme Manager, Programme Accountant, and Programme Secretary. Unfortunately, the previous Programme Manager resigned the post to take up an academic position within the University. The consequence of this has been that a significantly higher load than expected has fallen on the shoulders of the southern Programme Coordinator, a situation which is untenable for the long-term success of the Programme. Programme management has also been disrupted by regular staff turnover within the ICOS Department of VUB. The new Programme Manager is reportedly the fifth person to occupy this position, and was appointed only a few weeks before the mid-term review workshop. This is not conducive to effective programme management, as a degree of continuity in personnel is important to sustain Programme momentum in initiatives of this nature. A further note of concern with respect to Programme Management is that the Integrated Policy Manual has not yet been completed. The latest version of that Manual seemed also to combine policies and procedures with a lot of historical information about the Programme itself, which may create confusion regarding the status of different sections of the manual.


In general, the design of the projects has conformed to the requirements for an IUC, and has created an effective planning framework for subsequent implementation. There is, of course, variance across the project designs, particularly at the level of the logframes, which have been completed in very different ways. A problem in this regard is that there is not consistency regarding how the logframes have been completed, with all completing different parts of the logframes in different ways and with varying levels of detail. However:

1) In several projects, the project designs have proved to be very optimistic in terms of what will be achieved.

2) Some projects include more Intermediate Results (IRs) than might be ideal. 3) Several projects are flawed in having presented OVIs/targets that are not measurable. Reporting on individual projects within the Programme has been undertaken predominantly through annual reports and plans, as well as through minutes of key meetings. Although the frequency of these reports is appropriate, the present formats of these reports make it difficult for the EC to undertake comparative reviews of progress between and within the projects over time. In particular:

1) The current format of Annual Reports and Plans, combined with the requirement for very detailed levels of reporting, encourages a ‘copy-edit-and-paste’ approach to report-writing. The consequence of this is often very long reports with little substance and a high degree of repetition from year to year.

2) Submission of planned activities for each year being submitted before finalization and reporting of the previous year can lead to conflicting information.

3) Too much emphasis is placed on reviewing progress in implementing activities in an extended tabular format and not enough on assessing the extent to which activity progress is leading to achievement of the results and indicators.

4) It was particularly difficult for the EC to track the extent to which any joint decisions were taken to modify the results and indicators of the projects in response to challenges faced with implementation, and how this affected budgets.

5) Quality control of reports seems to have been deficient across all levels of the Programme (including the VLIR-UOS office). Several of the reports provided to the EC were incomplete and typically still included the original instructions from VLIR-UOS guiding users on how to complete the templates.

Various logistical issues have arisen that seem primarily to be a function of problems with communication between the different parties. These problems are exacerbated by the scale of the Programme, which leads to wide diversity of ideas and inevitable misunderstandings. They are caused, variously, by: communications delays when people have too many competing priorities to give the Programme activities their full attention; limited time spent in the south by some of the project representatives from the north (either due to competing commitments or lack of obvious reasons to be visiting the south); the limitations of email as a form of communication, and an accompanying tendency on all sides to misinterpret the intention behind some messages; and the multi-faceted nature of the Programme, which makes it easy for activities and messages to be forgotten or missed. Although these communication problems are not yet at a level that could be described as alarming, perception is a dangerous problem in a complex Programme of this nature, particularly when it involves cooperation between multiple institutions with different cultural backgrounds and ways of handling challenges. Consequently, careful management will be required by all parties to analyse the cause of existing tensions and, in a spirit of open-mindedness, work together to find solutions to emerging problems.


Cross-Cutting Programme Issues

In general, there has been a good working relationship between the north and south in the MU-K IUC. In summary:

1) The PSU relationship seems largely effective. The fundamental problems underpinning this relationship relate predominantly to the reality that Programme Coordinators are appointed on a quasi-voluntary basis, which has created pressures in terms of time and capacity.

2) Project 2 is underpinned by a solid working relationship between the north and south. 3) Project 3 seems to be the project where the academic interests between north and south share

the most in common, and this is reflected in the level of engagement of the northern academics in research activities in the south.

4) Project 4 has had the most problematic north-south relationships. The reasons for this are many and varied, while there are differences of opinion between the north and south regarding the focus of the project and the emerging challenges that have existed in the cooperative relationship. While the EC heard all of these opinions and all seemed valid, our assessment is that – given the current status of the project – the fundamental problems pertain to a mismatch of expectations regarding what the project should be aiming to achieve.

5) Project 5 appears to have enjoyed a solid and productive south-north partnership, although there is limited evidence of any mutual self-interest in the Programme activities to date. This should be mitigated to a certain extent if progress can be made in enrolling a doctoral student in the Textiles Department at Ghent University, while there is also a critical role for the north to play in supporting research and the process of laboratory accreditation during phase II.

6) Project 6 exemplifies a partnership which is solid and productive, but of limited long-term value to the participating northern university.

7) Project 7 has benefited from extensive engagement from the northern project leader, although there again appears to be little by way of mutual institutional cooperation.

On balance, the cooperation of the IUC has generated productive results that have certainly benefitted Moi University and, to a lesser extent, some of the participating Flemish universities. One specific problem worth noting in the cooperation partnerships, though, is the age of most of the northern counterparts, several of whom will reach retirement age either before or during Phase II. Inter-project cooperation cannot be considered to have been a success in the Programme to date, despite concerted efforts by the programme coordinators to promote such cooperation. Inter-project cooperation has not been a high priority for the programme coordinators, project leaders, or Joint Steering Committee. This is to be expected in the first phase of launching such a Programme, and is not necessarily a cause for concern at this point. However, this state of affairs should not be allowed to persist into Phase II. Inter-project cooperation is an essential part of ensuring that the IUC becomes more than the sum of its parts, serving to drive broader institutional strategy. Gender mainstreaming has been a particular success of the MU-K Programme to date, as is evident in the achievements of Project 6. Establishment of an institutional policy on gender and integration of modules on gender into programmes across the university are just two high-level examples that illustrate the extent to which gender has been successfully mainstreamed through the Programme.

Budgetary Issues

Due to early concerns about financial management, VLIR-UOS commissioned a series of external audits of the programme, which reported on a number of concerns relating to adherence to financial policies of VLIR-UOS, tracking of expenditure, and documentation of spending. Many of these problems seem to link back to the fact that project finances have largely been managed manually at


MU-K to date, which makes it very difficult to locate supporting documents and hard to ensure accountability in the project financing systems. Although the EC has not interviewed these external auditors, we have been informed that all concerns – with the exception of that pertaining to per diem rates – have been resolved, that the financial report for AP2009 has been approved, and that a system is now in place to track expenditure from the north and south and to prepare financial reports. This is likely lead to significant improvement to the running of the Programme. Possibly the most consistent complaint coming from all Programme participants has been the procurement process. These problems often lead to significant challenges in project implementation, for example delaying procurement of important equipment or the chemicals and other materials needed to conduct research activities. Overall spending has been largely within the budgets provided, although there have been some quite significant shifts in individual line items over the years. Generally, the discrepancies between budgeted and actual expenditure do not seem especially problematic, although the under-spending in Residential Costs does possibly reflect the slower-than-expected progress in postgraduate capacity-building.

Conclusions and Recommendations

Below is an assessment of the quality of each of the seven Key Result Areas (KRAs) generated by each of the projects during the first phase of the MU-K IUC Programme to date (2007 – 2011). This mid-term review report does not cover the full period of Phase I, which still has one year to run at the time of writing. The analysis begins with a summary table outlining the scoring by the EC of each element of the different projects.


Table 1 Summary scoring of the quality of Key Result Areas (KRAs) generated by the MU-K IUC Programme

Project *KRA 1

Research

KRA 2

Education

KRA 3

Extension and Outreach

KRA 4

Management

KRA 5

Human Resources

Development

KRA 6

Infrastructure

KRA 7

Resource Mobilization

Project 2. Civil and Structural Engineering

3 4 4 3 4 3 2

Project 3: Agriculture and Biotechnology 4 4 4 3 4 3 2

Project 4: Health Sciences 2 4 5 2 3 4 2

Project 5: Textiles 2 4 4 3 2 5 2

Project 6: Gender 3 4 5 3 4 4 2

Project 7: Information and Communication Technology

3 4 3 3 3 4 2

Overall MU-K evaluation scores 3 4 4 3 3 4 2

*A five-point evaluation scale was used to assess the qualitative outputs of performance as follows: 1 = (very) poor; 2 = insufficient / low; 3 = sufficient; 4 = good / high; 5 = excellent / very high; and + = results have been achieved but are outside the scope of the Project’s specific objectives. na = not applicable.


On balance, the EC ended its mission with an overall sense that the Projects had registered important achievements and, generally used the money available productively to achieve varied, interesting, and valuable results. Importantly, we were struck by the extent to which the achievements registered were not necessarily reflected adequately in the various reports that we read, which may suggest a degree of fatigue with reporting and the onerous requirements of the current reporting templates rather than an under-achievement of the Programme as a whole. Of course, there have been several false starts on project activities and there are still many challenges to ensure that identified project objectives are achieved during Phase II. There are also numerous Programme management issues that require urgent attention, on which recommendations are made in the conclusion to this report. However, the EC believes that, overall, the MU-K IUC has delivered value for money to date and is contributing to developing institutional capacity, and therefore that further investment in Phase II is justified. The following recommendations are made by the EC:

Project Level Recommendations

1) Place strong emphasis on project design ahead of Phase II, ensuring that logframes are completed using a standardized approach by all projects and that Specific Objectives, IRs, and OVIs are clear and measurable.

2) Consider appointing a professional Project Management consultant to assist project leaders to complete the logframes for Phase II using a standardized approach and that represent realistic, achievable, and measurable objectives, IRs, and indicators.

3) Focus on strategies to mobilize resources and secure long-term sustainability: a) Complete proper financial analyses of all of the academic programmes developed or

reviewed through the MU-K IUC. b) Ensure that, where Centres of Excellence are proposed as part of the intended results of the

project, priority is given to developing proper business plans for these Centres so that they can be sustained after the project.

c) Identify obvious areas within projects where new funding proposals can be written and ensure that clear targets are set to complete such funding proposals during the first year of Phase II.

4) Develop clear plans, during the development of the Phase II Programme plan, to deal with the retirement of key individuals from the North, either creating space for them to continue their work during retirement or facilitating smooth transitions to other academics.

5) Ensure that projects include systematic plans to increase research output during Phase II. 6) Allocate a higher percentage of finances in Phase II plans to travel of academics and students

from Belgium to Kenya.

Programme Level Recommendations

7) Ensure that the Integrated Policy Manual is finalized and approved by all parties before any Phase II plan is finalized.

8) Ensure that there are clear statements on intellectual property rights and research/publication procedure to govern all use of research data.

9) Appoint a full-time Programme Manager at Moi University before Phase I is completed, giving that person enough time to learn the requirements of the position before the commencement of Phase II.

10) Invest in completing the Programme financial management database and completing professional development activities for all of its intended users.

11) Return to the Programme Synergy Matrix to ensure that specific provision is made across all Phase II project plans for a dedicated focus on inter-project activities.


12) Invest in recruiting a part-time, independent Programme Management Support Consultant to facilitate resolution of Programme Management issues that have arisen during Phase I and to provide ongoing support to northern and southern Programme Coordinators during Phase II.

VLIR-UOS Secretariat Level Recommendations

13) Consider implementing a more standardized and concise annual reporting structure. 14) If at all possible, shift to a three-year budget cycle (as the EC understands is currently proposed

by VLIR-UOS) before the commencement of Phase II and ensure that the policies and procedures around implementation of that budget cycle are clearly understood by all parties.

15) Ensure that any policy changes regarding expenditure, either coming from DGDC or VLIR-UOS, are applied only for future expenses and will not affect existing project plans or approved agreements.


1 Evaluation Methodology and Procedure

The terms of reference for the Evaluation Commission (EC) were to carry out a mid-term review of the MU-K IUC Partnership, which is due to complete Phase I in March, 2012. The EC was instructed by VLIR-UOS to generate conclusions that would allow:

4) VLIR-UOS to make a decision regarding the formulation of a second phase of the collaboration; 5) The formulation of recommendations to all stakeholders in terms of the content and

management of the programme, including the overall policy framework; 6) Identification and commentary upon possible venues for the future of the programme.

The EC was expected to report in detail on the following issues:

• Present implementation of the programme: - Evaluating the global state of implementation of the programme, both at the level of the

overall programme and the constituent projects; - Evaluating whether the activities, per project, have generated the intermediate results,

meeting the objectives that had been defined by the actors involved, within the given timeframe and with the given means, as given in the logical framework.

• The nature of the programme: - Evaluating the quality, efficiency, efficacy, impact, development relevance, and sustainability

of the programme in light of the overall goal of the IUC Programme, being institutional capacity-building of the local university, as situated in the context of the needs of the local society.

• The position of the IUC programme within the international cooperation activities of the partner university (bench marking): - Evaluating the added value of the IUC Programme for the partner university, in comparison to

other ongoing donor cooperation programmes; - Evaluating the management of the programme, both in Flanders and locally, and formulating,

if necessary, recommendations for improvement; - Evaluating the cooperation between all parties involved, and formulating, if necessary,

recommendations for improvement.

The evaluation methodology and procedures followed by the EC for the mid-term evaluation were the same as those which VLIR-UOS has developed especially for the purpose. It comprised the following elements.

1.1. Briefing of the International Expert in Belgium

A preparatory briefing of the international expert was given during a three-day mission to the VLIR-UOS office in Brussels, during which a series of interviews were conducted with VLIR-UOS personnel and with some of the Northern counterparts in the Programme (for a detailed list of interviews conducted, see Appendix One).

1.2. Desk Research

The EC was provided a range of documents that included original programme plans, the report of the first Programming Mission, final Programme and Project plans and logical frameworks, annual reports and summary financial reports through to 2009, minutes of key meetings such as the Joint Steering Committee meetings, and a wide range of project output documents. We were also provided, where requested, access to communication about key matters of relevance to the mid-


term review. In advance of the EC’s mission, all project leaders reported to the VLIR-UOS Secretariat on the levels of respective outputs achieved against the key indicators set at the beginning of Phase I using assumptions formulated at the project design stage within the framework of the self-assessment reports. The contents of these were used as a basis for assisting the Commission to formulate its objectives and interview activities for the mid-term evaluation review conducted in Brussels, Eldoret, and Kisumu during January and February, 2011.

1.3. Evaluation Mission

The evaluation mission itself comprised several components:

• A first round of interviews of various northern participants at the VLIR-UOS offices in Brussels (completed by the international evaluator).

• Participation of the EC in a mid-term review workshop organized by Moi University in Eldoret and Kisumu, combined with a second round of interviews of both northern and southern participants during the workshop.

• Field visits to Webuye District Hospital to examine programme activities in health and the DSS for Project 4 and gender collaboration activities with schools for project 6. In Kakamega, a visit was paid to the KARI station for the soybean research and Mabanga Agricultural Training Centre (ATC), a Bokoli farm for the soil fertility and crop experiment (Project 3). The visits were undertaken by the local evaluator.

• A third round of interviews of southern participants in Eldoret. A full schedule of people interviewed is presented in Appendix One.

1.4. Deliverables

The Evaluation Commission was requested to draft an evaluation report, in English, based on written materials, discussions, interviews, and visits during the mission to Belgium and Kenya in January and February, 2011. The draft report is to be submitted for comments and feedback from MU-K IUC participants and stakeholders, via VLIR-UOS to the respective Flemish and local coordinators. The southern and northern programme coordinators will be expected to compile the reactions of colleagues to the draft report. The EC will decide, given its autonomy, whether or not to take into account the comments received. The final report is to be submitted to the VLIR-UOS by no later than 15th May, 2011. In addition to the primarily descriptive profile of results both per project and in general terms, the EC was invited to evaluate these results in qualitative terms applying different qualitative criteria. They were understood at the outset of the evaluation not to be compulsory, only indicative, and the EC was free to use them if desired. As they have helped to shape our approach in conducting interviews and writing the report, these criteria are included in Appendix Three.


2 Background: Kenya and Moi University

2.1 . Kenya

2.1.1. General Information

The Republic of Kenya is situated along the equator on the eastern coast of the African continent in East Africa. Its total area, including 11,230 square kilometres of water, is 582,650 square kilometres. It has a total land boundary length of 3,477 kilometres and a coastline of 536 kilometres. Kenya is surrounded by the Indian Ocean and Somalia in the southeast and east respectively, Ethiopia in the north, Sudan1 in the northwest, and Uganda in the west. To the southwest lies Lake Victoria and Tanzania to the south. It has varied physical features, which include a flat lowland with some pristine beaches in much of the northeast, scenic highlands and the Rift Valley in the central part of the country and the western plateau of the lake region. Climatic conditions are also varied, with warm temperatures throughout the year, although only a third of the country experiences heavy rainfall from March through May, while the rest is dry with sporadic rainfalls throughout the year. Kenya achieved independence in 1963 and became a republic in 1964. It has a democratically elected government headed by a President, and governed by national constitution which caters for a National Assembly and independent judiciary. Since independence, Kenya has been ruled by three governments, which included; the government of Mzee Jomo Kenyatta (1963-1978), that President Daniel arap Moi (1987-2002) and that of the incumbent President Mwai Kibaki from 2002 to the present. Following disputed presidential election results in December, 2007, the country experienced violent clashes in which around 1,350 people were killed, over 500,000 were displaced, and property was destroyed. Kenya’s total population is estimated to be 38,610,097 people with 19,192,458 males and 19,417,639 females according to the 2009 population census. This population reflects the previous pattern which indicated a slightly higher proportion of females at 50.7 percent than males at 49.3 percent. Current population growth rate is estimated at around 3.0 percent. The Kenyan population is predominantly rural, accounting for around 72 percent of the total.

2.1.2. Economic Potential, Performance, and Development Strategies

Kenya’s economy is mainly agrarian. Agriculture continues to be the major sector in the country’s economy, and, although its contribution to the GDP declined from 35 percent in 1963 to 25 percent in 1996, it employs about 75 percent of the labour force. It is a major foreign exchange earner, as well as providing nearly all of the food requirements for the nation. In the first several decades following independence, the manufacturing sector increased considerably, making it the second major sector of the economy with notable expansions in the textile, food, beverages and tobacco production, contributing 14 percent of the GDP. In subsequent decades, annual growth slowed from an average of 10.5 percent between 1965 and 1980 to 5.2 percent between 1982 and 1989,then to 2.9 percent from the 1990s and further to around 1.9 percent by the turn of the century. Since the late 1960s, tourism emerged as an important sector of the economy, contributing around 10 percent of the GDP. Between 1984 and 1990, for example, annual growth in tourism earnings ranged between 17.7 percent and 29.6 percent, averaging 23.5 percent. The number of tourists visiting Kenya during the same period rose from 5 to 8.4 million annually. This increase in tourism boosted foreign exchange earnings considerably. During the period, a total of around US $ 250 million per annum to US $ 460 million was earned from the sector. 1 In the process of becoming South Sudan.


Kenya’s economic performance since independence can generally be summarized in a number of phases of change which had distinct macroeconomic outcomes. The first phase, 1963-1972, was characterized by a high economic growth, which was based on a policy whose goals and objectives targeted the achievement of rapid economic growth to raise the overall standard of living. The specific components were to achieve high and rapid growth, equitable distribution of wealth such that all were free from want, disease and exploitation, while at the same time guaranteeing political equality, social justice, human dignity and equal opportunity. The key economic strategy was to promote economic growth through public investment, encouraging smallholder production and incentives for private industrial investment. The GDP grew at more than 8 percent. The second phase was 1972- 1990s, which was marked by the oil shock combined with a global commodity price collapse which derailed the quest for development and growth in most developing countries. These slowed growth to an average of 4 percent annually and lowered export income as well as worsening the terms of trade. Foreign reserves fell sharply, inflation rose as revenues and expenditures escalated. The decline in economic performance was manifested in declining standards of living and an increase in poverty. The third phase was 1999-2002, which reflected the country’s lowest economic performance partly due to mismanagement of public resources. Growth in GDP stagnated. Inflation reached a record high of 100 percent. On the political scene, there was increasing repression and instability. A combination of these factors led bilateral and multilateral donors, including the Belgian Government, to suspend programme aid to Kenya. Although the government embarked on some economic reform and liberalization from 1993 which gave some indications of economic growth, stagnation continued such that, in 2000, a negative GDP growth was registered. These economic conditions exacerbated a rise in poverty. The poverty rate (i.e. percentage of the population living below the poverty line) is said to have grown from 49 percent in 1990 to 55 percent in 2001. This affected other social indicators, including education. In primary education, for example, the gross enrolment rate dropped significantly from 105 in 1989 to 86 in 2002. The infant mortality rate per 1,000 births went up from 63 in 1990 to 78 in 2002, while life expectancy declined from 57 to 46 years (partly due to the HIV and AIDS pandemic). During the fourth phase, from 2002 to the present, economic growth improved considerably, rising to 4.3 percent in 2004 and 5.8 percent in 2005. Key factors spurring this growth included: the new NARC government elected in December 2002; preparation of the Economic Recovery Strategy for Wealth and Employment Creation (ERSWEC) in 2003 an agreement with the IMF on a Poverty Reduction and Growth (PRGF) programme; improved relationships with international partners; and strategies initiated for economic and social development. Government also made some progress in combatting corruption, including enactment of the Economic Crimes Act of 2003, establishment of the Anti-Corruption Commission, and a firm pledge to address the menace of corruption during the Consultative Group meeting of March, 2005. Efforts were also made to establish an environment of microeconomic stability and a focus on poverty reduction. In 2007, the government unveiled the National Development Vision 2030, which envisaged, among other things:

• Developing a strong and competitive economy characterized by a growth rate of 10 percent, based on a diversified and industrialized economy with sustained microeconomic stability;

• Achieving a high quality of life for all its people, where there would be no abject poverty, increased longevity, and quality life through provision of good education, health and safe water, elimination of gender imbalances, and reducing infant and maternal mortality rates and

• Attaining good governance through encompassing accountability and zero tolerance to corruption and nurturing a society based on self-confidence and security with a strong respect for the rule of law.


Although economic growth and political stability were temporarily affected by violence following the disputed presidential 2007, the inauguration of a new constitution in August, 2010 has given a fresh impetus for the country’s future for political, social and economic development. Aspects of the Constitution could considerably contribute to increased expansion in higher education.

2.1.3. Higher Education

Since the achievement of independence in 1963, the provision of higher education in Kenya as in other African countries has been affected by the dynamics of a fast changing society. The government has had to demonstrate some commitment to development of higher education because of its significance in producing skilled human resource, including human resource for other levels of education. Society has demonstrated an insatiable demand for university education. This has largely been due to noticeable strong relationships between education and formal sector employment, as well as a strong association between the attained level of education and economic rewards. These have tended to increase public demand for more educational opportunities. As the lower levels of the education system become less and less of a guarantee to formal employment, university level education has had to be sought by an increasing numbers of Kenyans. As a result of a combination of the above factors, the country now has seven public universities which include: University of Nairobi with student enrolment of 42,362;Kenyatta University 26,491;Moi University 20,299;Egerton University 13,487;Jomo Kenyatta University of Agriculture and Technology (JKUAT) 9,716;Maseno University 5,507; and Masinde Muliro University of Science and Technology (MMUST) 6,703. The total student population in the public universities in the 2009/10 academic stood at 142,556. There are 24 private universities with a total enrolment of 35,179 students. Despite growth and enrolments in university education, it is estimated that no more than 3 percent of the eligible age group of students are enrolled (Republic of Kenya, 2010). In terms of governance and management, each public university has its own act dating back to its establishment that makes it autonomous of other arms of government such as the Ministry of Education. These legal structures provide for a titular head of the institution who is the chancellor, vice chancellor, council, senate and other internal administrative organs. With regard to quality of university education, physical planning in the public universities has not been commensurate with their rate of growth and expansion. As more students are enrolled, they continue to be accommodated in the existing facilities. This has often led to the overstretching of such facilities. The consequence has been congestion in lecture theatres, workshops, laboratories, and boarding facilities. A major contributory factor to this situation has been continuing government cutbacks in university funding as a result of the deteriorating economy. The Commission for Higher Education (CHE), established to ensure quality and coordinate students’ admissions and research in higher education in the country, has largely been confined to the registration and accreditation of private universities due to legal impediments in extending its mandate to the public universities, which are presently autonomous. The current legal structure in higher education has therefore created a number of challenges, among them; the absence of a mechanism for the determination and assessment of quality standards and chronic resource deficits for expansion of programmes. In the face of some of these challenges, the government appointed a team of experts to review significant changes and legal provisions in higher education. The team was to target the following key policy areas:

• Governance and management; • Quality and relevance; • Expansion and integration;


• Access and equity; • Finance and financial management; and • Community service and engagement with society. In addition, the proposed reforms would promote the creation of a broader national university system that would integrate the increasing number of private institutions with more established public ones. The team already made its proposals and recommendations which await legal enactment and policy implementation.

2.2. Moi University

2.2.1. Location and Size

Moi University was established in 1984 as the second public university in Kenya. The university was instituted under the Moi University Act of 1984 of the laws of Kenya. It is about 40 km from the town of Eldoret which is around 300 km west of Nairobi, the capital city. It is situated off the Eldoret-Nakuru highway. The university is endowed with ample land totalling 1,937 hectares of very rich volcanic soil with reliable rain fall in the western part of the Rift Valley Province The first batch of 83 students was admitted in 1984 through a transfer from the Department of Forestry of the University of Nairobi. It has since experienced a phenomenal growth from the initial one faculty in 1984 to a total of eight faculties, four schools, and one institute in 2004 to twelve schools excluding the School of Agriculture and Biotechnology which is housed at Chepkoilel University College. Chepkoilel University College is now virtually a fully-fledged autonomous university independent of Moi University, making it the third of such universities, which include; Maseno University and Masinde Muliro University of Science and Technology. It is in the process of having its own Act of Parliament with a vice-chancellor and an established University Council as the highest governing body. The university operates various campuses in Eldoret town as well as countrywide. They include the Main Campus, Town Campus, Eldoret West Campus. Following the University Strategic Plan for 2005/06-2014/16, the University went through an important restructuring which created the following schools; Environmental Studies, Information Sciences, Agriculture and Biotechnology, Engineering, Forestry and Natural Resources Management, Science, Education, Human Resource Development, Law, Economics and Business Management, Arts and Social Sciences, Continuing Education, Medicine and Public Health. This was followed with the decentralization of administrative functions such as finance, student admissions and others to the school level. Until recently Moi University has five constituent colleges (i.e. semi-autonomous colleges),which included; Narok gazetted in 2008, Karatina and Kabianga in 2009, Chepkoilel in 2010. Moi University also has satellite campuses in Nairobi, Coast, Northern Kenya (Garissa)2, Kitale, Adera Akang’o, Southern Nyanza (Rongo), Kericho, Eldoret Town, Eldoret West, Alupe, and at the Tambach Teachers’ College. Student enrolment in 2010/2011 academic year excluding Chepkoilel was as shown in the table below.

2 It has been reported that, since the evaluation mission, Garissa Campus is no longer a Moi University Faculty.


Table 2 Moi University Student Enrolment 2010/2011

School Gender Diploma Undergraduate Masters D. Phil

N % N % N % N %

Aerospace Male - - 26 89.7 - - - -

Female - - 3 10.3

Arts and Social Sciences Male - - 1259 49.6 151 64.8 46 64.7

Female - - 1275 50.4 82 35.2 25 35.3

Business and Economics Male 680 49.5 3855 54.3 287 64.0 58 66.6

Female 691 50.5 3239 45.7 156 46.0 29 33.4

Dentistry Male - - 45 57.6 - - - -

Female - - 33 42.4 - - - -

Education Male - - 2044 46.3 367 52.7 70 51.8

Female - - 2370 53.7 329 47.3 65 48.2

Engineering Male - - 1624 82.0 50 86.2 8 100

Female - - 355 18.0 8 13.8 - -

Environmental Studies Male - - 125 53.4 74 66.0 56 64.3

Female - - 108 46.6 38 44.0 31 35.7

Human Resources Development

Male - - 982 53.4 78 54.1 32 54.2

Female - - 854 46.6 66 45.9 27 45.8

Information Sciences Male - - 502 61.2 31 42.4 14 29.7

Female - - 318 38.8 42 57.6 33 70.3

Law Male - - 819 48.9 - - - -

Female - - 853 51.1 - - - -

Medicine Male - - 381 56.2 84 68.8 11 64.7

Female - - 296 43.8 38 31.2 6 35.3

Public/Environmental Health Male - - 239 57.4 29 50.8 - -

Female - - 177 42.6 28 49.2 - -

From the table, female student enrolment is lower than that for male students in most of the schools, except in the Arts and Social Sciences and Education. Since 1984, the number of staff at all levels has also increased from 143 to 3,662 in 2009, of whom 934 are academic staff. There is still an inadequate number of academic staff in some programmes. The University will therefore have to continue to attract and retain the required staff for effective implementation of its programmes. During the strategic plan period, the staff population is expected to rise to 5,232, of whom 1,490 will be academic staff. The University’s priority is to consolidate and rationalize the student and staff populations with the available or envisaged physical and financial resources.


2.3. Alignment of MU-K IUC with National and University Strategies

The MU-K IUC operates within the broad national and university strategies which include among others; the Kenya Vision 2030, the National Strategy for University Education, 2007-2015 and the Moi University Strategic Plan 2009/2010-2014/2015.

2.3.1. Kenya Vision 2030

The university’s strategic plan seeks to integrate the national goals as enshrined in Kenya Vision 2030, the country’s development blueprint covering the period 2008-2030. The vision aims at making Kenya an industrializing, middle income country providing high quality life for all its citizens by the year 2030.

2.3.2. The National Strategy for University Education (2007 – 2015)

The university’s strategic plan is also anchored on the Ministry of Higher Education, Science & Technology’s strategic goals to be pursued in line with Vision 2030 as contained in The National Strategy for University Education, 2007 – 2015, which among others include the following key objectives:

1) Improving quality and relevance of learning and research for socio-economic transformation of Kenya.

2) Creating a culture of innovation through acquisition, creation and application of knowledge. 3) Integrating ICT into University education and increase ICT innovations and research output of

Kenyan universities. 4) Developing strong University linkages and partnerships that enhance mutual learning, research

and innovation.

2.3.3. The University Strategic Plan

Vision

To be the University of choice in nurturing innovation and talent in science, technology, and development.

Mission

To preserve, create, and disseminate knowledge, conserve and develop scientific, technological and cultural heritage through quality teaching and research; to create conducive work and learning environment; and to work with stakeholders for the betterment of society.

Objectives

The objectives include, among others, the following:

1) To be an innovative, competitive and world class entrepreneurial University. 2) To pursue excellence in teaching, research, outreach and extension. 3) To produce internationally recognized informed, practical, and self–reliant graduates capable of

contributing to knowledge and development in a variety of settings. 4) To offer expertise in national and international development in a globalized world. 5) To promote science and technology for development. 6) To promote a culture of corporate social responsibility. The University therefore, endeavours to increase investment in its core activities of teaching, research, and extension, and other strategies reviewed to incorporate aspects of the Kenya Vision 2030. Resources have been set aside for expansion and improvement of physical facilities and


equipment; promotion of innovative and scientific discoveries; development of ICT infrastructure and Open and Distance Learning; consolidation and strengthening of satellite campuses; capacity building in human resource; and students and staff welfare initiatives. In addition, the University makes a lot of effort to institutionalize quality assurance mechanisms, as well as to enhance its corporate image and social responsibility, Information and Communication Technology (ICT) is said to be a cross cutting issue that has to be responsive to end-user friendliness and capacity building. Its importance in the current world order, relevance in ensuring global linkages and networking requires deliberate and significant presence of relevant Information Systems. These include systems for management of human resource, academic programmes and service-delivery-related activities such as library resources, financial management, and student management systems, hence enhanced MU competitiveness and relevance in the 21st Century.

2.4. The VLIR-UOS University Partnership Programme (VLIR-UOS-IUC)3

VLIR-UOS is the Flemish Interuniversity Council – University Development Cooperation. VLIR-UOS was created in 1998 from the Flemish Interuniversity Council (VLIR-UOS), an umbrella consultation body between the five Flemish universities and the various government structures with competence in higher education and research policy. The VLIR-UOS programme for Institutional University Cooperation (IUC) emanates from the Specific Agreement signed by the Belgian State Secretary for Development Cooperation and VLIR-UOS on 16 May, 1997. This agreement foresees a system of programme funding whereby, based on a Global Programme (1998-2002), the Belgian government provides each year funding for the implementation of an annual programme submitted by VLIR-UOS. Once the government has approved VLIR-UOS annual programme, it is the responsibility of VLIR-UOS to implement the programme. The IUC programme is an inter-university cooperation programme of the Flemish universities, focused on the institutional needs and priorities of partner universities in the South. The IUC programme is, in principle, demand-oriented, and seeks to promote local ownership through the full involvement of the partner both in the design and implementation of the programme. The programme relates to only a few carefully selected partner universities in the South, hoping that synergy, added value, and greater institutional impact can be achieved through the different IUC projects located in the same partner university. There is a process of match-making between demand identified in the South and existing Flemish expertise in the North. Support is directed towards the institutional development of the partner university, the improvement of quality of local undergraduate and postgraduate education, and the encouragement of south-south academic and research linkages. Each partnership consists of different projects aiming at maximum institutional impact, apart from education and research-oriented projects. The partnership may also include some projects aimed at improving the organization, administration and management of the university as a whole. The identification of the fields of cooperation is in principle demand-based, but demands can obviously only be met to the extent that Flemish expertise is available. Each partnership consists of a coherent set of interventions geared towards the development of the teaching and research capacity of the university, as well as its institutional management.

3 Details presented in this section are taken from the Terms of Reference for the Moi University Mid-Term

Review.


The following are the core requirements for the IUC programme:

• Long-term cooperation: in order for institutional cooperation to be effective, long-term partnerships need to be developed. Institutional partnerships are intended to cover a period of at least ten years, consisting of two phases of five years each. Towards the end of phase I, a mid-term evaluation is carried out, while phase II ends with an end evaluation.

• Orientation on the institutional needs and priorities of the partner universities in the South: in principle, donor support should start from the needs and priorities of the partner institution. However, since the IUC is about partnership and mutual self-interest for all sides, a process of match-making between people and expertise is essential. Linkage projects and programmes need to fit well into the local policy environment of the Southern partner institution and therefore should respond to the priorities that have been identified by these institutions themselves. It is believed that only linkages based on projects to which the partner university attaches high priority, will be sustainable in the long run.

• Ownership: apart from their required participation in the process of project identification, partner institutions from the South also need to be fully involved in the process of implementation at all levels. A lack of strong involvement from beneficiary institutions has a negative impact on the successful implementation as well as on the sustainability of cooperation projects;

• Concentration: concentrating efforts in a limited number of partner institutions in the developing world leads to advantages in terms of programme management, but concentration is also meant to allow for synergy between different projects of a same programme in order to create an added value in terms of the expected broader institutional impact of the intervention;

• Donor coordination: VLIR-UOS is convinced of the usefulness of donor coordination. The VLIR-UOS programme for IUC aims at the provision of substantial support to a limited number of carefully selected partner universities in the developing world. This support is geared towards

• Institutional development of the partner university; • Improvement of the quality of local education; • Development of local postgraduate education (Master’s and Doctoral level studies) in the South; • Encouragement of south-south linkages. Each partnership is broad in orientation, and includes the following:

• Different components (projects) make up the partnership; • All projects aim at a maximum of institutional impact; • The activities which are organized in the context of the partnership can involve all constituent

parts of the university; • Apart from direct support to the improvement of education and research. the partnership can

also contain projects which are aimed at improving the organization, the administration and the management of the university as a whole;

• The identification of the fields of cooperation within the partner programme is in principle based on the partner university’s demands, although these demands obviously can only be met in so far that the required expertise can be provided by the Flemish universities (demand-driven approach);

• Each partner programme consists of a coherent set of interventions geared towards the development of the teaching and research capacity of the partner university, as well as its institutional management.


2.4.1. Division of Tasks within the IUC Programme

The IUC management system is based on the following division of tasks:

• VLIR-UOS is responsible for the programming – including selection of partner universities, monitoring, and evaluation of the overall programme. VLIR-UOS is accountable to the Belgian government.

• Implementation of a partner programme is delegated to a Flemish university, which functions as the coordinating university in Flanders (which, for this IUC, is Vrije Universiteit Brussels). The Flemish university of the VLIR-UOS-appointed Flemish coordinator functions as the coordinating university in Flanders. Administratively, the University of the Flemish coordinator is responsible for day-to-day management of programme implementation, based on an agreement signed by the Flemish coordinating university and the VLIR-UOS.

• The university of the Flemish coordinator and the partner university (in this case, Moi University) have the responsibility to jointly manage implementation of the partner programme and the constituent activity programmes, based on an agreement signed by the Flemish coordinating university, the partner university and the VLIR-UOS.

• The partner university also has to nominate a local coordinator who functions as the key responsible person from the local side.

• At the level of the partner university, a full-time professional manager is appointed in order to support the local coordinator in the various management duties associated with implementation of a complex programme (as the coordinator is an academic who is charged with numerous other responsibilities).

• Both in the North and the South, a steering committee is established to coordinate the implementation of a partner programme. On an annual or bi annual basis both committees hold a Joint Steering Committee Meeting (JSCM).

• The Instellings Coördinatoren voor Ontwikkelings Samenwerking (Institutional Coordinators for Development Cooperation or ICOS) plays a role as programme managers in the international offices of the Flemish universities, acting as a go-between and facilitator for the south, VLIR-UOS, and the participating Flemish universities.

Key personnel from the North and South are documented in Appendix Two.

2.5. Elaboration of the MU-K IUC Partnership4

According to the ex-ante evaluation conducted for this IUC, Moi University was considered an appropriate candidate for a partnership programme. The particular elements confirming its candidature were outlined as follows:

• The institution is a ‘complete’ university,5 with an active policy of non-discrimination and a desire to work with the spectrum of Flemish universities. It has links with relevant development actors in the region, especially in health and agriculture, and intends to broaden the scope of its outreach and research efforts. At the time of the ex-ante evaluation, the University had just completed its second strategic planning exercise. The Strategic Plan for 2005/6 to 2014/15 had been approved, providing an indication that the University has sufficient leverage in setting out its own course.

4 Details in this section are drawn from the documents entitled:

• Moi University VLIR-UOS Programme, dated 31 August, 2006 • Moi University, Kenya (MU-K) IUC Phase I Partner Programme (PP) 2007 – 2012, dated May, 2007. 5 It should be noted that the scope of Moi University will, at least temporarily, be somewhat reduced with the

separation of Chepkoilel college into a separate University.


• The environment in which the University operates was deemed to be sufficiently stable and safe, though, like other Kenyan higher education institutions, it is occasionally affected by staff and/or student strikes. Regretfully, this turned out to be temporarily incorrect due to the disruptions caused by post-electoral strife in Kenya in late 2007 and early 2008, but the situation has subsequently normalized.

• The proposed programme collaboration was considered to in line with and supporting the University’s strategic plan for the coming ten years. It was sufficiently broad-based and focused on human capacity development, and built upon existing links with Flemish Universities. The mid-term review has confirmed that these assumptions were largely correct.

• Moi University had been working with universities elsewhere and with a variety of donor agencies. Since termination of the Dutch Joint Financing Programme for Cooperation in Higher Education (MHO Programme), the VLIR-UOS-IUC is now one of the most significant interventions at the University, with the ‘Academic Model Providing Access To Health Care’ (AMPATH) being the only other large donor-funded programme.

The overall academic objectives defined for the programme were:

3) Academic programmes will be reviewed and/or developed to deliver desired graduates at the undergraduate, masters and doctorate levels in the areas chosen for cooperation;

4) Human and infrastructure capacity will be developed for effective training, research and extension activities within the framework of the cooperation.

The programme design recognized that the content of academic programmes is dynamic in nature. Thus, it was noted that a strong knowledge base and a response mechanism to the dynamics must exist at the University for effective participation in addressing community issues. Two specific themes were identified:

Theme 1: Knowledge inventory development – baseline studies in the focus community and worldwide advances in the disciplines involved in the programme were intended to guide design of teaching programmes so that the University has the desired foundation in readily responding to key issues of the community in which it is located. The higher degree studies were to be vehicles for continuous development of the knowledge base and generation of solution alternatives.

Theme 2: Resource development – the University was at a nascent stage of development in 2006. The review and development of the academic programmes thus would have to be accompanied by appropriate strengthening of human and infrastructure capacity. Both academic and professional training of staff and investment in teaching facilities were identified to be necessary.

There is clear evidence of the integration of these themes into the overall project designs.

The overall developmental objectives defined for the programme were:

3) Solutions to varied socio-economic problems in the region of location of the University, triggered by significant poverty levels, are proposed; innovations will be developed and technology transfer undertaken to address the problems.

4) Professional programmes of varied duration and packaging will be developed and offered to empower the population and alleviate identified problems.

The programme design noted that, in Western Kenya, there is easily recognizable poverty among the population, manifested by lack of basic necessities. One identifies problems of shelter, food security, primary health, diminished industry, among others. At the administrative level, these problems are exacerbated by underdeveloped management systems and the social effects of gender disparities. Thus two developmental themes were identified:


Theme 1: Social development – society issues which inhibit the steady improvement of services will be addressed through organized engagement with the community in workshops and other joint activities. All identified projects were intended to make a contribution in this regard.

Theme 2: Economic empowerment – promotion of economic independence was to be undertaken through implementation of selected research results initially at pilot level. Funding strategies available on the basis of known technical and managerial skills were to be imparted to the community. There was to be continuous support from the University to entrench the pride of economic independence.

In summary, then, through the programme, Moi University aimed to develop a core resource that would be responsive to the socio-economic problems of the community of Western Kenya. Staff members and students were to be engaged in academic, research, and extension programmes with ready reference to issues of the community. In the process, more visible involvement of the University in the activities of the community would be realised.

2.5.1. Stakeholders of the MU-K IUC Partnership

The names of key academic staff involved in the formulation and delivery of MU-K IUC Partnership Programme outputs are listed in Appendix Two. In brief, their roles as main stakeholders of the Programme are described here.

Moi University

• Senior management: various senior managers were actively involved in monitoring the programme, including the Vice-Chancellor, Deputy Vice-Chancellors (both Research & Extension and Planning & Development), and the Chief Academic Officer. All were well briefed on the project, and reported receiving updates and opportunities for engagement through regular project meetings. Clearly, the Project has enjoyed a high level of attention from the Institution’s senior management.

• Finance Office: the finance, internal audit, and procurement offices were all also actively involved in the programme. Although certain logistics pertaining to the project have proved challenging (as will be outlined below), these offices seemed both to be keen to facilitate smooth project implementation and play their respective roles in ensuring sound financial oversight.

• Programme Support Unit: the PSU has been central to the project throughout, ably led by the southern project coordinator, Prof. Stanley Shitote (without whose significant energy and determination the Programme may well not have made any substantive progress) with the support of a small team of dedicated professionals.

• Academic Departments: the MU-K IUC involves four key academic departments: the Department of Civil and Structural Engineering in the School of Engineering; the School of Agriculture and Biotechnology; the Department of Family Medicine within the School of Medicine; and the Department of Textile Engineering. In addition, three academic Departments (Information Science, Computer Science, and Electrical Engineering) have participated in project 7. Although there are many nuances in the roles that each Department has played in the Programme, each has – in its own way – been an active custodian of its respective project and seen significant developments taking place internally as a consequence of Programme implementation during Phase I.

• Institute of Gender Equity, Research and Development (IGERD): newly formed before the launch of Phase I, IGERD has been responsible for implementation of Project 6. Its growth and successes during the period of the MU-K IUC can be significantly attributed to the resources made available through this Programme and its impact on the institution is significant.


• ICT Directorate: this Directorate has been responsible for Project 7, working in partnership with various academic departments (Computer Science, Information Science, and Electrical Engineering) and also closely with the Margaret Thatcher Library (which has benefited significantly from the MU-K IUC). There has been significant growth in the activities of this Directorate during Phase I of the IUC, although this growth is partly attributable to contributions from a wider range of sources than just VLIR-UOS.

• Moi University Library: the library has been involved in deployment of ABCD, an electronic library management system, as an offshoot of project 7.

• Directorate of Open and eLearning: this Directorate has been responsible for implementation of the Chisimba Learning Management System, and is charged with responsibility for ongoing development of e-learning at MU-K.

Flemish Side

• Vrije Universiteit Brussels (VUB): VUB is the most significant of the Flemish partner universities, as it hosts the Northern Programme Coordinator (Prof. Bernard Manderick, Computational Modelling Laboratory, Computer Science Department), as well as its associated project administration and financial management functions. In addition, Prof. Patrick de Wilde (Department of Architectural Engineering, Faculty of Engineering) of the VUB has been the northern project leader for Project 2, while Georges Eisendrath (Educational Sciences Department and the Flemish coordinator for the IUC with the University of Nairobi) has been the northern project leader for Project 7 and has provided ongoing support to the programme coordinators from North and South, operating as the de facto deputy Flemish coordinator.

• University of Ghent: The University of Ghent has been directly involved in two of the projects, providing project leaders for both Projects 4 (Prof. Jan De Maeseneer, Family Medicine and Primary Health Care, Faculty of Medicine) and 5 (Prof. Lieva Van Langenhove, Textiles Department, Faculty of Engineering).

• Katholieke University of Leuven (KUL): the northern project leader for Project 3 (Prof. Roel Merckx, Division Soil and Water Management, Department Earth and Environmental Sciences) comes from KUL.

• University of Hasselt: the programme coordinator of project 6 comes from the University of Hasselt (Prof. Mieke Van Haegendoren, Research Centre for Identity, Diversity and Inequality).

• VLIR-UOS: the role of VLIR-UOS has been elaborated in detail in the description of the IUC Programme in the previous section, and is thus not repeated here.

• Directorate General for Development Cooperation of the Belgian Government (DGD). This is the Belgian government administration for international cooperation. It is responsible for setting several of the rules that govern allowable use of VLIR-UOS-IUC programme funds, and is thus an important player in programme implementation.

2.5.2. Programme Structure for Phase I

Phase I of the MU-K IUC has consisted of six projects (with a first ‘project’ being added to cover the activities of the Programme Support Unit). The six core projects of the IUC are as follows:

• Project Two: Capacity Building for Teaching, Research, and Extension in Civil and Structural Engineering

• Project Three: Strengthening Teaching, Research, and Technology Transfer in Agriculture and Biotechnology

• Project Four: Building Capacity, Research, and Extension in Health Sciences • Project Five: Capacity Enhancement for Textile Research and Extension • Project Six: Institute for Gender Equity, Research, and Development Project • Project Seven: Creating an Enabling ICT Environment at Moi University for Communication and

Research


Each project is described briefly below (with detailed logical frameworks also presented in Appendices Four through Nine).

Project Two: Capacity Building for Teaching, Research, and Extension in Civil and Structural Engineering

The primary aim of this project is to develop a regional expertise centre in research, training and extension services in water, structures and materials for improved and sustainable development. With this framework, it overall academic objective is to strengthen capacity for teaching, research and extension in the Department of Civil and Structural Engineering, with specific academic objectives being:

• Review and implementation of academic programmes; • Development of human capacity through recruitment and academic and professional training; • Strengthened North-South cooperation in teaching and research; • Investment in equipment and documentation to support teaching, research and extension. The project’s overall developmental objective is to contribute to improvement of the socio-economic welfare of the people of western Kenya. Specific developmental objectives are to:

• Develop and implement tailor made courses in close cooperation with stakeholders; • Establish/strengthen networks with industry and other institutions; • Set-up extension programmes in the fields of affordable housing and watershed management for

awareness creation in the population. The project has identified four interim results for Phase I of the Programme:

1) Research programme established in watershed management and research programme established in affordable housing;

2) Updated and implemented curricula; 3) Staff recruited and trained at M.Phil. level and under training at D.Phil. level; 4) Extension programmes in place in water and structural engineering.

Project Three: Strengthening Teaching, Research, and Technology Transfer in Agriculture and Biotechnology

The specific academic objective of this project is to update the knowledge to design more adapted cropping systems leading to better income, enhanced food quality and higher yields while preserving the resource base. Its intention is to have designed at least one more adapted cropping system for each target area which leads to higher income, improved food nutritional quality without negative effects on the resource base by 2012. Its specific developmental objective is to develop an effective framework for interaction between stakeholders and facilitate agricultural technology transfer. In this regard, the project aims to ensure that:

• At least 20 per cent of the farmers in the target areas use the adapted technologies and have acquired higher income and better nutritional status by 2012; and

• The stakeholders’ platform develops action plans for the following five years with follow-up activities by 2012.

The following intermediate results were identified for the project: 1) Baseline data constraining agricultural production in the target areas (Teso, Siaya, Webuye) are

collected; 2) Effects of improved cropping systems on economic returns and soil quality are completed;


3) Effects of more diversified food sources and modes of preparation on nutritional status of selected households are determined;

4) Techniques to improve, multiply, and preserve germplasm of target crops are identified and applied;

5) Curricula in selected areas are reviewed and/or developed to meet stakeholders’ needs; 6) Staff development at different levels and disciplines is achieved through degree and non-degree

related training. 7) Upgrading teaching and research environment. 8) Framework for interaction between stakeholders is made operational.

Project Four: Building Capacity, Research, and Extension in Health Sciences

The health project aims at contributing towards the fulfilment of the university mission’s particular aspects that seek to develop scientific, technological, and cultural heritage through quality, relevant teaching and research, as well as to work with government and the private sector for the betterment of society. It set out to support the national aspiration through the production of skilled human resource by training and much needed data from research and services. The specific objective of this project is strengthened capacity, research, and extension in health sciences:

• More people reach quality health care; • Develop a number of programmes; • Qualitative and quantitative audit; • Number of graduates; • Number of papers at conferences or published reports. The project’s intermediate results for Phase I are as follows: 1) Improved capacity in family medicine:

a) National Family Medicine policy written; b) New teaching sites opened; c) Number of graduates to 5 a year; d) Collaborative research started; e) Family Medicine introduced in undergraduate curriculum.

2) Improved capacity in Reproductive Health (RH):

a) M. Med. RH curriculum developed; b) Quality of care standards in RH formulated; c) Sub speciality training of 2 lecturers; d) Strategic planning for research in HPV/HIV; e) 2 nurses trained in Reproductive Health.

3) Improved capacity in training and research:

a) 2 M Sc in Medical Microbiology; b) 1 PhD in Epidemiology; c) 1 PhD in Family Medicine; d) Number of student and staff exchange

4) Demographic Surveillance Systems:

a) Community entry carried out; b) Webuye office set up; c) Site mapping carried out; d) DSS data base created.


5) Quality Assurance:

a) Staff at Webuye are trained in QA; b) Clinical audits teams created at Webuye; c) ICD 10 and electric register introduced in Webuye.

Project Five: Capacity Enhancement for Textile Research and Extension

The Department of Textile Engineering was established in 1991, and is the only one offering training at an undergraduate degree level in Textile Engineering in East and Central African region. The textile industry has been identified as a major contributor to the economy since it is labour-intensive and has strong forward and backward linkages, hence the introduction of the Textile Engineering programme. However, the collapse of the Kenya textile industry has reduced the popularity of this programme. Local skills are urgently required to resuscitate this industry, while diversification of the products from traditional to technical textiles and a working textile industry policy are serious weaknesses to be addressed if the sector is to be revived. This project was designed with this context in mind in order to make a contribution to development of the textile industry. Its specific academic objective is to develop a sustainable centre of textile expertise, while its specific developmental objective is to develop and implement a knowledge exchange system. The intermediate results identified for the project are as follows:

1) Improved teaching, research capacity, and teaching facilities; 2) Established commercially sustainable accredited laboratory for research and development and

industrial support; 3) New/improved fibre-based products (fibres, by-products, medical textiles, and construction

textiles); 4) Enhanced extension and linkages (training, dissemination, and exploitation); 5) Improved collaboration with the industry.

Project Six: Institute for Gender Equity, Research, and Development Project

The gender project is based on the fact that gender disparities in Kenya are caused by a variety of factors and, as a result, their effects are also quite varied. The problem analysis revealed the following factors, among others: communities are unaware of factors which fuel disparity; MU-K fraternity is also uninformed of gender issues and rights; unequal gender representation at all levels of development and decision-making; and a need for gender mainstreaming of curricula and research and need for gender policy. The gender equity project aims to tackle some of these issues using different strategies in different sites with different groups of people. The specific academic objectives of the project are as follows:

• Improved gender awareness and expertise at MU-K; • Improved equal representation at different levels of development and decision making at MU-K; • Increased research and outreach activities on gender issues at MU-K and in western Kenya. The Specific Development Objectives are to:

• Improve equal representation at different levels of development and decision making in MU-K: - 2 per cent increase in gender parity.

• Increased research and outreach on gender issues in MU-K and in Western Kenya: - 2 newsletter per year from 2008; - 3 research articles in refereed journals by 2012;


- 2 local conferences organised by 2012; - 3 conference papers produced by GEP team by 2012; - 2 open forum with grassroots stakeholders by 2012.

The Intermediate Results for Phase I of the project are:

1) Centre of excellence in gender, research and development is developed; 2) Awareness on gender issues in MU-K and in the community created; 3) Gender representation at various levels of development and decision making MU-K is improved; 4) Synergy between GEP and MU-K VLIR-UOS projects achieved.

Project Seven: Creating an Enabling ICT Environment at Moi University for Communication and Research

The original project document for this project notes that ICT is a key component to any viable development strategy for an institution and Kenya as a whole. For Moi University to effectively develop, existing policy documents must address ICT as a vehicle for outlined goals and objectives. The ten-year strategic plan which fed into the design of the MU-K IUC identifies measures that MU-K must embrace in ICT to achieve efficiency, effectiveness, transparency, and accountability. These measures are also intended to transform the way in which the University interacts with the neighbouring community, stakeholders, and other institutions of higher learning.

The ICT directorate has noted the importance of provision of quality ICT services to all arms of the University by improving connectivity, as well as raising awareness and confidence among University staff. Its view is that this is achieved through efficient use of resources, training and development, and sound interpretation of ICT policies, while expanding ICT infrastructure in order to enhance the teaching and research functions of Moi University. Through the project, therefore, the ICT directorate hoped to achieve the following broad aims:

• Build capacity in ICT; • Support collaborative research in ICT; • Improve internal communication; • Improve communication between the university community and the outside world; • Improve the quality of teaching and content in ICT related programmes; • Provide a platform to educate the community on matters of national importance i.e. AIDS

awareness, Poverty reduction/eradication strategies; • Provide an enabling environment for the community to engage in e-business. The specific objectives of the project during Phase I were to:

1) Increase research output at Moi University; 2) Increase impact of ICT in academic programmes; 3) Improve management of ICT services; 4) Strengthened teaching and research capacity in computer-related sciences.


3 Evaluation Findings

3.1. Individual Project Performance

Before analysing the Programme as a whole, we begin by presenting a summary analysis of the performance of each project. The scope of and time available for this evaluation, combined with the stated VLIR-UOS preference to use self-assessment to drive project-level evaluation, means that only limited analysis of project results has been possible. Nevertheless, more detailed analysis of the performance of each project against objectives, intermediate results (IRs), and indicators is contained in summarized tabular form in Appendices Four through Nine. The use of a tabular format facilitates comparisons between intended results and the actual achievements. A brief summary of the main performance, however, of each project is presented below.

3.1.1. Project 2. Civil and Structural Engineering

In general, the achievements in Project 2 have been significant and largely in line with the expectations created in the original logical framework design. The project itself flows from a longstanding professional relationship between the Northern project leader (Prof. Patrick de Wilde) and the Moi University programme coordinator (Prof. Stanley Shitote), which has stood both the project and South-North relationships in good stead during Phase I. It has also benefitted from its antecedents in work that was being done through the NUFFIC-funded project (closure of which was a key driver in defining this project and, to a lesser extent the overall MU-K IUC). Fortunately, through the MU-K IUC, it was possible to retain the services of Dr. Cox Sitters, who has been participating as the External Expert for the IUC, with a primary emphasis on Project 2 activities. Dr Sitters was at MU-K from 1997 to 2001 during the NUFFIC-funded project. He returned to the Netherlands, but was re-hired in 2006, when the VLIR-IUC Programme became operational. The greatest successes of the project have possibly been in curriculum review and capacity-building, where significant gains have been recorded in reviewing programmes and in recruiting and training staff at postgraduate levels (particularly through the M.Phil. programmes, which are Master’s level degree programmes, all of which were re-named as M.Sc. programmes after the reviews). Minor reviews have been completed of two M.Sc. Programmes. Major reviews are planned for AP2011, which will include visits to key stakeholders, curriculum review workshops, and the normal university approval processes. The M.Sc. reviews also led to analysis of the undergraduate feeder programmes, which were determined not to be producing the quality of graduate needed for Master’s level studies. This resulted in investment in reviewing the Bachelor’s programme as well. Consideration is now also being given to the possibility of designing a Ph.D. programme, as not all students wishing to pursue doctoral-level studies are able to travel for this purpose. Seven graduate assistants have been recruited into the Master’s Programme, four of whom completed their studies in 2010. The M.Sc. programmes are now over-subscribed (six students enrolled in Structural Engineering and ten in Water Engineering, compared with a target of five per programme). Of the 23 academic staff in the Faculty, six are pursuing PhDs, some but not all of whom are funded through the VLIR-UOS IUC. Should the project continue into Phase II (where a stronger emphasis can now be placed on staff completion of doctoral programmes), it will have made a significant contribution to building the capacity of the Department. There have also been some notable successes on the research front, both in terms of completing baseline research and in completing postgraduate research projects. The key concern is the extent to which senior academic staff in the south are currently overloaded with teaching and administrative activities, a problem exacerbated by the fact that the MU-K Programme Coordinator is a senior academic from this project. This is slowing down the publication of high-quality research papers, a problem that needs to be resolved during Phase II if the project is to achieve its goal of establishing the Department as a Centre of Excellence in Civil and Structural Engineering.


The main developmental achievements appear to have taken place through the research activities of the project, for example in the work on flood management being undertaken and in the partnership with Bamburi Cement (which, for example, supports an annual conference in partnership with the Department). However, additional specific extension results appear to have been limited in scope and achievement, with the exception of the active links with industry and other institutions. This is not necessarily a problem, but suggests that it may be advisable to drop extension activities as a separate result area and rather focus on ensuring that community engagement and extension work are active components of the core work of research and education. This seems in line with the vision of Moi University and with the broader developmental objectives of the MU-K programmes as a whole, which sees Moi University as a developmentally-focused university in Western Kenya. More detail on Project 2 Results during Phase I is contained in Appendix Four.

3.1.2. Project 3: Agriculture and Biotechnology

The Agriculture and Biotechnology Project had the specific objectives of strengthening research-based teaching capacity so as to develop agricultural and food techniques, which would improve the livelihoods of farming communities in the Western Kenya region prone to hunger and poverty. This was intended to ensure food security by improving major crop yields, particularly with major staple crop of maize and legumes and increased incomes through diversified cropping systems. While the project’s development and academic objectives remain a little elusive, considerable progress has been achieved in various areas. The project has enjoyed strong and productive south-north cooperation during Phase I, which seems significantly a function of shared research interests in this field and the ability to pursue these in the field in Western Kenya. A baseline survey collecting and documenting data on farming conditions and agronomic trials on soybeans on four sites and on mulberry on one site was completed. Three soil fertility on-farm trials were ongoing at Mabanga, Sega, Bokoli, and Teso sites, and are currently in the fifth season with continuous collection of yields and soils data from these research sites. In crop research, the soybean research seems to be quite promising. Various food products were developed, which include Soya millet mandazi, soya porridge, soya chapatti, and soya bread were formulated, their nutritional value tested, microbial assays done, and acceptability tests completed in the target areas by staff and students. Initial demonstrations were carried out in April, 2010. These products were also demonstrated at the KARI Kakamega field day in June, 2010, as well as at the annual agricultural show during which soy bean booklet and brochures were circulated. This soy bean experiment, which is among the most successful activities of the project, received wide interest from farmers and the communities. In curriculum revision, the exercise was preceded with several workshops with different stakeholders, including farmers, to get views on their needs which could be incorporated into the new and revised degree programmes. This was particularly important because student enrolments in the School of Agriculture and Biotechnology (SAB) had been declining seriously. Following the workshops, several programmes, from B.Sc. to PhD level, were revised at Mabanga, some of which await approval by the University Senate (Senate approval often takes a long time). In addition new curricula were developed and discussed for several new programmes at Mabanga. The EC was informed that curriculum revision and new programmes have boosted student enrolment in the school. Details of specific programmes are contained in Appendix ???. Capacity-building is one of the key components of the MU-K IUC programme in order to strengthen research-based teaching which can improve agricultural and food techniques of farming communities


in the region. However, the project initially encountered problems with regard to recruitment of staff at the university level, which meant that a lot of time was spent identifying and interviewing suitable candidates. This was partly because scholars were first required to be staff of the university. Subsequently, this rule was relaxed, and new (non-staff) scholars were entered as project team members. The training of non-teaching staff to acquire special technical skills was also delayed. Despite these initial problems, between 2007 and 2010, three M.Sc. students completed their studies in record time. Three Ph.D. students are continuing with their studies on a sandwich basis: two in Belgium, who are expected to complete early in 2012, and one in South Africa, who has already submitted her thesis. In preparation for their Ph.D. studies, two students have submitted their M.Phil. dissertations and one is in progress. They are all studying locally. Five technical staff who were selected are progressing well, some at diploma level. With regard to infrastructure and equipment, there was renovation in the Soil Science laboratory and the Food Science and Nutrition laboratory and the construction of the Soil Science Department green house. In terms of equipment, a flame photometer was purchased for soil science, equipment for dietary survey, a digital camera, video camera, a vehicle for field work, projectors and printers, eight desktop computers, and three laptops. Although on the whole the project activities appear impressive, there is not much documentation of the completed activities in the form of reports and brochures to inform interested stakeholders. This is a significant omission, as the midterm review coincided with the dry season, during which there are limited farm activities in the western region and hence there was little or no farm activity to see. Lack of documentation makes it difficult not only to verify the progress of the activities, but could also contribute to a loss of valuable information. Poor documentation is further compounded by lack of progress on the academic objective of the proposed dissemination of project outputs through publication of articles in refereed journals. There is also the need to involve farmers a little more in the project activities to enhance food quality and higher yields, which is an important objective of the project. It is, however, noted that brochures, pamphlets on soya bean products and their benefits in the diet have been produced and disseminated in the target areas. More detail on Project 3 Results during Phase I is contained in Appendix Five.

3.1.3. Project 4: Health Sciences

The health project was designed to strengthen capacity in the fields of family medicine and reproductive health through training and research through curricula reform and establishing a demographic surveillance system (DSS) which updates its information bi-annually. Although the project has faced a number of challenges, it has made good progress in a number of areas. The project helped by: employing staff for the DSS; creating rapport with the Webuye community for the improvement of health and data collection; and initiating linkages with other donors (for example, USAID, the Global Fund, and Maastricht University) to provide funds for verbal autopsy, malaria research and support for the family medicine programme. USAID and the MHO provided funds to construct a DSS site office at Webuye District Hospital In capacity-building, academic staff undertook the training in family medicine and reproductive health of nine postgraduate students and medical staff at the Webuye Hospital. The hospital expressed its appreciation for work done by MU-K staff and students in training and at its outreach clinics and during open health days. It appears difficult, however, to assess the number of people who have benefited from quality healthcare as a result of trained staff. A new programme – an M.Med. in reproductive health – was developed. A fact sheet was published from the project, as well as two conference papers and other publications as listed in appendix 11.


In family medicine, a Family Medicine Policy paper was prepared and accepted for implementation by the Ministry of Medical Services. A new teaching site in family medicine has been opened by the project at Kangundo and another is being set up at Iten. The project has collaborated with several organizations which supported training in preparation of starting verbal autopsy, mapping of retail medicine outlets in the Webuye Demographic Surveillance Area, and data management. Three undergraduate courses are planned to be taught by the Department of Family Medicine. Regarding improved capacity in training and research, one M.Sc. student is training at the University of Nairobi. One Ph.D. student has completed studies at Jomo Kenyatta University of Agriculture and Technology. One M.Ph. student submitted his proposal in public health. There is a PhD student undertaking studies in nursing/midwifery at the University of Free State in South Africa and one PhD student who is also undertaking Family Medicine at University of Ghent, but seems to be experiencing some problems due to misunderstanding between the student and his supervisor. Recently, however, the Northern team of Reproductive Health has made efforts to improve the capacity of the South by accepting two members of the Moi University team (gynaecologists) as Ph.D. students at Ghent University. They are currently in the process of registration. The DSS was set up, although the Northern partners note that they did not participate in its design (either at the conceptual or technical level). A lot of data has been collected from the community, a Demographic Surveillance Area has been mapped out, and the Webuye DSS office has been established. Using funds from other source, a new building was constructed to house the DSS. MU-K recognizes the importance of the office as it has employed full-time staff, who are paid from university funds. An open source technology database was created, although data has yet to be analysed due to lack of capacity in bio-statistics. The project is able to train staff, but is not able to retain them because it can only offer them short contracts. There have also been differences of opinion regarding the purpose and functioning of the data base between the Southern and Northern team leaders. Efforts to resolve their differences amicably have not yet been successful. While the project has, on the whole, made commendable progress, the poor relations between the south and north team leaders have seriously affected smooth implementation of a number of activities, especially analysis and use of the DSS data. This seems to be a problem which requires urgent attention by the relevant authorities. It was also not clear to the evaluation team why a new teaching site in family medicine was opened at Kangundo which is far removed from the project area in western Kenya. More detail on Project 4 Results during Phase I is contained in Appendix Six.

3.1.4. Project 5: Textiles

This project comprises collaboration between Moi and the University of Ghent, which is the only Flemish university with a textiles focus. The work in textiles has also been significantly augmented by a separate purchase of a textiles factory, Rivatex East Africa Limited (REAL), which is now entirely owned and operated by the university as a commercial enterprise (with an independent governance structure). Although this purchase was unrelated to the project, it has provided an excellent vehicle for the project activities, as well as a new home for the Departmental laboratories. Most importantly, it provides a solid base for development of a Regional Centre of Expertise in Textiles. The project has notched up some significant successes, primarily in the form of a review of the undergraduate programme and development of two new Master’s Programmes. These activities have helped to save a Department whose enrolments had been in decline, thereby serving to stimulate new growth in student enrolments. The other key success registered – although later than


planned – has been the establishment of a research and testing laboratory at REAL, If this laboratory can be successfully accredited, it will make a significant contribution to the objective of establishing the Centre of Expertise. It will be important to develop sound business models around the use of the laboratory, however, if the Centre is to become sustainable in the long term, and there is no evidence yet of work being done to establish these business models (although some ideas are being tested through preliminary collaborative work being done with the Kenya Bureau of Standards). There are, however, also significant gaps in project progress to date. Most important is the late start in conducting research activities, with a baseline survey on textile fibres having been completed and four thematic research areas having been identified to date through that survey. This is below the expected output. Progress has also been slow on the capacity-building front, particularly in enrolment of students in Ph.D. programmes. This was partly due to problems in identifying students who met all of the eligibility criteria, as well as because of some initial confusion regarding the time that Ph.D. students could be resident in Belgium during doctoral studies. Notwithstanding this, it is worth noting that the project only initially planned to enrol one Ph.D. student in Phase 1, but hopes that a second Ph.D. student will commence studies during this Phase. Nevertheless, research and capacity-building are key priorities for the next phase of the project. Although the relationship between North and South has been largely amicable and productive, it appears predominantly to take the form of provision of support to the south from the north. The most successful north-south partnerships in IUC programmes occur when there is mutual self-interest in the work being done, and this has been hampered by slow progress in establishing the laboratory and in successfully registering doctoral students in textiles-related studies. Progress in these areas and in possible joint research activities that might flow from this will be important in Phase II of this project. The other key omission in the project to date, which is not necessarily within the control of the project leaders, is the absence of any cross-project collaboration. There are excellent opportunities for working with the other academic projects (agriculture, health, and CSE) to produce specialized textiles, but the MU-K IUC has – to date – not led to much such collaboration. This warrants dedicated attention during the design of Phase II, but probably needs to happen at a programme level if it is to be successfully implemented. More detail on Project 5 Results during Phase I is contained in Appendix Seven.

3.1.5. Project 6: Gender

The Gender Equity Project was designed to facilitate the university’s efforts to address gender inequality, as well as factors which fuel gender disparities both at the university and in selected communities in western Kenya. This includes building human capacity on gender development and consequently transforming the Institute of Gender Equity, Research and Development (IGERD) into a centre of excellence for gender, research, and development. The project has made remarkable progress in number of areas. In capacity building, since 2007, 25 trainers of trainers (TOTs) were trained, some of whom were the IGERD and Gender Equity Project (GEP) board members. Between 2007 and 2010, 43 people were trained in gender mainstreaming, while 140 were trained in November, 2010. A baseline survey was conducted in 2007, which informed development of the University Gender Policy. This important Policy Document has subsequently been launched. With regard to the training modules, three were produced in 2009 and five more are to be developed by 2012. Two booklets labelled ‘Gender and Leadership Programme’ were produced. These booklets contain the modules. Two Ph.D students were registered in Belgium in 2009 on a sandwich basis, while four Master’s students were awarded supplementary research funds in 2008, two in 2009, and two in 2010. One PhD student was awarded supplementary research funds in 2008 and two in 2009. Thus, in total, eleven graduate students


were awarded supplementary research funds. There have been various outreach activities on gender issues to increase awareness. These include the newsletter, Jinsia Agenda, which is published periodically. Two issues per year are circulated to all MU-K offices and stakeholders. Advocacy materials have included: T-shirts addressing sexual harassment and gender violence produced in 2009 and shared with stakeholders; posters on gender issues originating from the essay-writing competition circulated and shared with stakeholders in GEP/IGERD forums; and a DVD on gender violence. There was engagement with primary and secondary schools through the Essay Writing Competition. The essays became key outputs, becoming qualitative data that was disseminated widely and was informative on gender issues. There were also drama performances and one public talk with students at the Eldoret West Campus. In 2009, there was a road show/public engagement which covered 60km from the Main Campus through four towns, highlighting issues raised in the essay competitions. There have been numerous workshops and seminars on gender violence, including one with the Police Department. To increase women’s participation in university management structures, one workshop was held on gender and leadership for MU-K deans, heads of departments, and section heads in late 2010. There has also been publication of the Moi University Gender Policy, which addresses gender issues in the university. As a result of IGERD advocacy, three departments which did not have females on their staff had new female members hired in 2009. Female heads of departments increased from four to nine in the same year. GEP has also increased awareness regarding the need to implement government policy of increasing women representation in government and parastatal institutions by 30 percent. By 2009/2010 at least one woman sits in every university committee. By 2007, female students were below 40 per cent. Currently, they are above that figure, and, according to the Joint Admissions Board, the aim is to increase the numbers of female students, especially in the sciences. Affirmative action in admissions is now a policy in the Deans’ Committee. To develop into a centre of excellence, the Institute is engaged in a wide range of gender-related activities. These have included, among others: six people trained as TOTs on gender policy; 27 people trained on gender policy formulation; capacity of 25 IGERD board members in research built through the baseline survey and participation in university gender policy development; and 20 research assistants sensitized on gender issues in their capacity as research assistants. A needs assessment was held in five towns before developing short courses, which were followed by four validation workshops. Short courses were developed and published in a booklet. Four M.Phil. and Ph.D. students were supported with research funds in 2009. A number of resources have been purchased for the IGERD documentation centre, including 496 reference materials on gender and development, seven computers, two printers, a copier, a video camera, a digital camera, a shredder, a binder, a paper cutter, a screen, a data projector, and a laptop. Regarding publications in refereed journals, there is no indication of any article which has been published although two papers are said to be in progress. This is presumably a priority in the context of establishing a centre of excellence. However, there is to be a first publication of ten papers from the project, which is still under review by Moi University Press. This will certainly be an important contribution. As for conferences, there was the First International Gender Symposium in January 2010 during which many papers were presented. The gender project has undoubtedly achieved some key milestones. However, the evaluation team is of the view that there was a tendency of having been a little overambitious in a number of activities to the extent that it is difficult to verify whether or not some of them were successfully implemented, especially so since a good number of activities seem to take place at the same time. There is also a need for an inbuilt mechanism for monitoring and evaluation in some activities as a


way tracking their impact on the ground. More detail on Project 6 Results during Phase I is contained in Appendix Eight.

3.1.6. Project 7: Information and Communication Technology

The self-assessment report for this project notes that the ICT project was designed to address issues constraining the availability and utilization of ICT in the university. Initially, its annual budget was relatively modest (around €103,000 per year), but this was subsequently bolstered through raising of an additional once-off amount of €200,000 from VLIR-UOS through a separate call for proposals (the results of which have not been considered in this report6). In addition, MU-K’s investments in ICT infrastructure have, during Phase I, been bolstered by additional funds from other sources (for example, investments from the Kenya Education Network, KENET in bandwidth and cabling). From a university perspective, this is good news, although it does create some challenges in separating out which achievements have been registered through which investments. Three academic Departments (Information Science, Computer Science, and Electrical Engineering) have participated in project 7 and produced curricula. Attempts to rationalize programmes and pool efforts through this process have, however, not bee successful to date. This project has registered some good achievements during Phase I. From an ICT infrastructure perspective, its primary achievements have been deployment of a new library management system (ABCD) and a learning management system (Chisimba), as well as revamping the Moi University server room. Both of these applications were launched in February, 2011 and have been accompanied by a range of training interventions. The project has also funded a computer laboratory in the School of Environmental Studies and has furnished a room in the Administration Building as part of a long-term plan to invest in video-conferencing infrastructure. The project has also facilitated review and/or development of academic programmes, including:

• Development of a new undergraduate programme and review of a postgraduate programme in Information Science;

• Review of an undergraduate programme and review of a postgraduate programme (not yet launched) in Computer Science;

• Major review of an undergraduate programme and development of a new postgraduate programme (to be launched in August, 2011) in Electrical Engineering.

While these are good developments, concerns have been raised about the capacity to deliver these programmes. Thus, it will be important to build academic capacity to support this delivery, and will also be helpful if arrangements can be made during Phase II to have temporary support from lecturers from the North to provide lectures in the postgraduate programmes (although it has been noted that interest from the North in providing this support has been hard to secure). Given this, there are plans to broaden the base of collaboration, by way of inviting visiting lecturers either on a short-term or part-time basis. This envisaged collaboration will be with the University of Nairobi, Jomo Kenyatta University of Agriculture and Technology, University of Jimma (Ethiopia), and the University of the Western Cape (South Africa). On the capacity-building side, the project has funded two Ph.D. students. It has also funded five Master’s students, three of whom were fully funded and two of whom were provided research funding. It has also facilitated several training support processes for staff of the ICT Directorate, as well as developing a training manual to facilitate delivery of in-house ICT and end-user programmes.

6 Reportedly, this funding was used to set up a Local Area Network at Chepkoilel and the Main Campus, while

KENET provided Wide Area Network connectivity between the campuses.


Given the progress made during Phase I in this project, there are clearly identifiable priorities for Phase II of this project. These include:

1) Reducing dependence on the northern project leader for project implementation. While his role has clearly been central to the successes achieved to date, it is clearly unsustainable in the long run and thus active efforts need to be made for ICT Directorate staff to take direct responsibility for his functions during Phase II.

2) Further development of academic and technical capacity, both to facilitate programme delivery and to create redundancy in key positions within the ICT Directorate.

3) Developing and implementing systems maintenance, security, and disaster recovery plans for the applications launched in 2011.

4) Driving use of ABCD and Chisimba by university users (both staff and students), as use is currently low). This should include use of these applications by the PSU and other VLIR-IUC projects.

More detail on Project 7 Results during Phase I is contained in Appendix Nine.

3.2. Analysis by Key Result Areas

3.2.1. KRA 1: Research

Table 3 Summary of outputs of KRA-Research in terms of scientific research publications and technical manuals produced by the MUIUC projects in Phase I7

Publication Outputs** Proj. 2: CSE

Proj. 3: Agbio

Proj. 4: Health

Proj. 5: Textiles

Proj. 6: Gender

Proj. 7: ICT

Total

Conference Proceedings 11 6 1 20 1 39

Conference Contributions (Posters, Lectures)

1 2 3 1 1 8

Refereed Scientific Papers (International)

1 2 2 5

Refereed Scientific Papers (National)

Chapters in Books 1 1

Technical Papers

Training Manuals

Research was a major component of all six projects in the design of the first phase of the MU-IUC Programme. The projects planned to undertake research and publish the findings in peer-reviewed scholarly journals. The research activities undertaken in the programme were, therefore, measured in terms of scientific publication outputs. It is, however, also important to point out that research is not only valuable when its findings get disseminated in academic forums such as journals and conferences, but also in terms of its relevance to the programme and its potential to inform policy. In this section, therefore, we also comment on these aspects.

7 This table should be read in conjunction with Appendix 11 for a fuller picture of research outputs.


With regard to publications in peer reviewed journals, most projects have not been able to achieve significant milestones during this Phase. Project 2, for example, reported one publication of a students’ dissertation produced jointly with supervisors, while Project 3 reported two articles in international peer-reviewed journals and Project 5 reported one published paper. A key bottleneck in producing research and publications is the extent to which senior academic personnel at MU-K are currently overloaded with teaching and administrative activities. This seriously limits their ability to publish papers, a problem that needs to be tackled during Phase II. It is also apparent that, in the project designs, there was little or no provision for senior academics from the south and north to carry out joint research projects from which they could easily publish their findings in scholarly journals. Finally, efforts to establish synergy around a common database have not yet succeeded. Some key milestones have however, been achieved in terms of conference papers and abstracts. Project 2 recorded eleven conference papers and one abstract and Project 3 six conference papers and one abstract, Project 4 a keynote address and two abstracts, Project 5 two conference papers and one lecture, Project 6 twenty conference papers, ten of which are under review for publication by Moi University Press, and one chapter in a book, while Project 7 has one conference paper. Research has considerably contributed to the knowledge base in the respective projects. Baseline surveys were quite useful in the design of project activities, some of which are not only important to the programme, but also useful in informing national policy on the various aspects of development. Some examples of research undertaken by the projects directly and through postgraduate Masters and Ph.D. student research which have had such an effect include:

• Project 2 – focus on watershed management, especially in flood management and irrigation engineering, which is useful for policy in the flood-prone Budalang’i area of western Kenya. There was also a focus on affordable housing and monitoring and design of pilot concrete roads in Kenya (the case study of Mbagathi Road in Nairobi).

• Project 3 – the nutritional value of the soybean has attracted a lot of attention from the public and policy makers.

• Project 4 – the DSS approach applied in Webuye represents a national and international trend in the field of public health, as it established a foundation for a large community-based surveillance programme providing important data for health programming for government and interested partners. An important priority here, however, is to accelerate analysis and sharing of the data produced through the DSS studies, which has not yet happened although several data sets have already been gathered.

• Project 5 – the acquisition and management of the Rivatex East Africa Ltd is an important case study for the Ministry of Industries. The school has also participated in government policy formulation and development in the textile industry.

• Project 6 – the efforts to promote gender parity at institutional and community levels beyond the usual national rhetoric is no mean achievement and feeds directly into broader national efforts in this regard.

• Project 7 – there has been improvement of infrastructure and increased use of ICT within the university.

These are just a few examples that illustrate how the MU-K IUC has not only impacted on the region, but also has an important bearing on national policies. Although many of the research outputs have not been published in peer-reviewed journals, there has been quite a lot of research activity in both quantitative and qualitative terms and this is likely to inform national policy in a number of areas. It is assumed that several of these research activities will spill over into Phase II, especially through the writing of doctoral students’ dissertations. To enhance


increased publications, however, there is a need for joint research projects between southern and northern scholars in phase II. In project 4, this has been implemented by setting up a collaborative project between a northern and a southern Ph.D. student. Assuming Phase II goes ahead, the southern student is expected to be enrolled as a Ph.D. student during that phase. To support this work, external funds were found to sponsor the expenses of the Flemish Ph.D. student. It was also reported in some projects that while academics from Moi University undertake joint supervisions of students on sandwich programmes, these contributions are still to be recognized.

3.2.2. KRA 2: Education

As a result of the MU-K IUC, some teaching programmes were revised and new ones mounted. In Project 2, there was a review of B.Sc. courses to meet the accreditation criteria of the Kenya Engineers’ Registration Board. In Project 3, twelve curricula were revised from B.Sc. through to Ph.D. level and a new B.Sc. in Food Science and Nutrition was approved by Senate and launched. Likewise, an M.Sc. in the same field awaits Senate approval. In project 4, undergraduate courses in Family Medicine, which did not exist previously, were developed. The Family Medicine Master’s Degree curriculum was also revised, and is awaiting approval by Senate. Finally, programmes in Reproductive Health have been launched. In Project 5, the undergraduate curriculum was reviewed for the first time after being in operation for 16 years. An injection of innovative ideas made the curriculum responsive and attractive, leading to increased student enrolment after its implementation. The number of students has increased by around 42 percent. Likewise, the development and implementation of an M.Sc. programme is unique in Textile Engineering in East Africa. Some universities in the neighbouring countries of Tanzania and Uganda have since approached the school with a view of tapping its experience on curriculum development and setting up similar programmes in their own countries. They would also like to learn how to set up a training-cum production model similar to the Rivatex factory structure being used by Moi University. In Project 6, 35 short courses were developed and packaged into a booklet to constitute a gender and leadership programme. In Project 7, one information technology programme was developed for the School of Information Science and two ICT-related undergraduate programmes in computer engineering and computer science were reviewed. The development of programmes was accompanied by some development of teaching and learning materials. In Project 2, for example, course materials were developed for 14 M.Sc. courses in both soft and hard copies and stocked in the Documentation Centre. The centre was also stocked with over 100 scientific books. Laboratories were strengthened through the purchase of equipment and consumables, while the School of Engineering witnessed improved teaching and research through the purchase of computers and engineering software. In Project 3, there was renovation in the Soil Science laboratory and Food Science and Nutrition Laboratory and construction of the Soil Science Department green house (activities which were funded through multiple sources, but included some use of VLIR-UOS finances). In terms of equipment, a flame photometer was purchased for soil science, equipment for dietary survey, a digital camera, video camera, a vehicle for field work, projectors and printers, eight desktop computers, and three laptops. In Project 4, one laboratory manual was developed and ICT equipment was acquired, which included a server, 17 desktop computers, two printers, one photocopier, two LCD projectors, one fax machine, and seven laptops. In Project 5, laboratory manuals were developed, while computer facilities and connectivity have improved both the teaching and learning and research environments. The project also facilitated the establishment of a modern textile laboratory through acquisition of equipment. This has given the school greater visibility and recognition from the government. In Project 6, a number of research and teaching/learning resources have been purchased for the IGERD documentation centre, which included 496 reference materials on gender and development, two computers, three printers, five


Palm PCs, a copier, a video camera, two digital cameras, a shredder, a binder, a paper cutter, a screen, a data projector, and a laptop. Through Project 7, the university procured a large number of computers, replaced old servers with new ones, as well as acquiring three software programmes. In addition, access to e-journals was enhanced through improved connectivity and bandwidth, as well as automation of the university library system. As this wide array of activities illustrates, the MU-K IUC has played a major role in enhancing the teaching and research capacity of the participating schools, which, in some cases, has led to increased enrolment of students. Existing programmes were revised and new ones developed. Teaching and learning equipment was procured, thereby creating a better learning environment.

3.2.3. KRA 3: Extension and Outreach

Extension and outreach activities of the projects have involved establishing working relationships with communities and other institutions. For example, Project 2 used posters and leaflets to announce structural and water engineering workshops, as well as sending brochures to leading engineering firms and public engineering agencies. These strategies attracted wider participation in the Project’s activities. A special advertisement announcing the Department’s programme was also placed in the Kenya Engineer 2008, a journal of the institution of engineers of Kenya. In consultancy, proposals were submitted to monitor the performance of the pavement of Mbagathi way in Nairobi and water quality testing for various clients at the Public Health Engineering Laboratory. One of the more highly visible activities of the project is its collaboration with Bamburi Cement Company in the design of affordable housing and self-compacting concrete with locally available materials, which includes the development of mix design curves for both ordinary and self-compacting concrete. In project 3, brochures, pamphlets, and posters on soybean products and their nutritional benefits in diets have been produced and disseminated in the target areas. The project has engaged farmers and agricultural extension officers in Bungoma, Teso and Siaya in the crops and soil trials. It has also established research collaboration with KARI Kakamega and Mabanga ATC. In project 4, research and extension activities have mainly been centred on Webuye District Hospital and surrounding communities through the training of hospital staff, provision of healthcare services during field days, DSS data collection, and dissemination of operational manuals. Teaching sites for family medicine have been opened in some parts of the country. The project has collaborated with USAID (through AMPATH), Maastricht and Duke Universities, the Indepth Network, and the Ministry of Medical Services in research and training. The investment in Rivatex Ltd, which is supported by Project 5, has enhanced university-industry linkages, as well as collaboration with the government. The factory provides employment to local people and has also boosted cotton-growing in the region. Collaboration and networking have been established with many partners, including Donghua University in China and Busitema University in eastern Uganda. Project 6 has been quite prolific in the production of extension and outreach materials. Posters on gender issues emanating from the baseline survey and newsletters have been produced and circulated to stakeholders. DVDs and T-shirts for gender advocacy were also produced and disseminated. Students’ essay competitions and drama performances provided participants opportunities to articulate gender issues from their own perspectives. Numerous workshops have been held with different stakeholders to highlight gender issues in society. Above all, the gender policy document represents an important milestone in mainstreaming gender in the operations of the university. Project 7 has developed ICT end-user training manuals, organized workshops on e-content, produced the MU-K IUC documentary video, and supported development of computer laboratories in three secondary schools. It has also established collaboration and networking with KENET, TELKOM, and University of Nairobi.


Thus, through extension and outreach, the programme has increased MU-K’s visibility nationally, as the various project activities have involved public and private institutions and started to have impact on the communities in western Kenya.

3.2.4. KRA 4: Management

The individual Programme Coordinators have generally done excellent work in getting the MU-K IUC to the point that is, within the constraints of their own competing priorities (of which the IUC is just one). This is noteworthy, particularly given that neither Programme Coordinator comes directly from a Programme Management background and that there are no immediate benefits in terms of remuneration of academic career advancement that emanate from performing the function. The Programme itself has suffered from a number of logistical challenges. As they have a major bearing on the future of the Programme, these are discussed in greater detail in the next section, but can be summarized as:

• Loss (with no subsequent new appointment) of the Programme Manager at Moi University and regular staff turnover in the position of the Project Manager within the VUB ICOS office;

• Delays in completing the Policy Manual for the Programme, with an attendant – and highly politically sensitive – lack of resolution of a per diem policy that is acceptable to all parties8;

• Flaws in the initial design of some of the project logical frameworks; • Complex project reporting templates that are time-consuming to complete and make it difficult

to assess actual progress in project implementation; • Likely establishment of Chepkoilel campus (at which project 3 is based) as a fully independent

Constituent University; • Communication challenges. In the view of the EC, all of these problems are resolvable, but several need urgent attention before Phase II commences.

3.2.5. KRA 5: Human Resource Development

Significant gains have been reported across all projects in human resource development:

• In Project 2, seven graduate assistants have been recruited into the Master’s Programme, four of whom completed their studies in 2010. The M.Sc. programmes are now over-subscribed (six students enrolled in Structural Engineering and ten in Water Engineering, compared with a target of five per programme). Of the 23 academic staff in the Faculty, six are pursuing PhDs, some but not all of whom are funded through the VLIR-UOS IUC.

• In Project 3, between 2007 and 2010, three M.Sc. students completed their studies in record time. Three Ph.D. students are continuing with their studies on a sandwich basis: two in Belgium, who are expected to complete early in 2012, and one in South Africa, who has already submitted her thesis. In preparation for their Ph.D. studies, two students have submitted their M.Phil. dissertations and one is in progress. They are all studying locally. Five technical staff who were selected are progressing well, some at diploma level.

• In Project 4, academic staff undertook the training in family medicine and reproductive health of nine postgraduate students and medical staff at the Webuye Hospital. One M.Sc. student is training at the University of Nairobi. One Ph.D. student has completed studies at Jomo Kenyatta University of Agriculture and Technology. One M.Ph. student submitted a thesis in public health. One Ph.D. student in family medicine studying at Ghent seems to be experiencing problems in his studies, due to misunderstandings between the student and his supervisor on the concept of the

8 It has been reported that, at the end of March 2011 a common agreemnt was found between Moi University

and VLIR-UOS, laying a firm basis for the implementation of phase 2.


discipline. Finally, there is a Ph.D. student undertaking studies in nursing/midwifery at the University of the Free State in South Africa. As has been noted, the Northern team of Reproductive Health has made efforts to improve the capacity of the South by accepting two members of the Moi University team (gynaecologists) as Ph.D. students at Ghent University. They are in the process of registration.

• In Project 5, a new Master’s programme has been designed, which currently has four students enrolled in their second year of study. These students were enrolled through a tuition waiver agreement as part of the VLIR-UOS IUC agreement. However, when this tuition waiver lapsed, no new students enrolled, so there are clearly challenges in ensuring a sustainable intake for the new programme. One person is currently doing a Ph.D. at Ghent, but this person is pursuing a Ph.D. in Bio-waste Energy, which is not ideal. However, this was the only person who met all of the eligibility criteria for studies. Further Ph.D. progress is expected in AP2011.

• No information was supplied on technical and support staff training, so it is unclear whether or not this has been implemented.

• In Project 6, Between 2007 and 2010, 43 people have been trained in gender mainstreaming. Six people were trained as TOTs on gender policy; 27 people were trained on gender policy formulation; capacity of 25 IGERD board members in research was built through the baseline survey and participation in university gender policy development; and 20 research assistants were sensitized on gender issues in their capacity as research assistants. Two Ph.D. students were registered in Belgium in 2009 on a sandwich basis, while eleven female graduate students undertaking research on gender from various schools were awarded supplementary research funds. Three Ph.D. students have been registered locally to carry out research in gender. To increase women’s participation in university management structures, one workshop was held on gender and leadership for MU-K deans, heads of departments, and section heads in late 2010.

• Project 7 has funded two Ph.D. students. It has also funded five Master’s students, three of whom were fully funded and two of whom were provided research funding. It has also facilitated several training support processes for staff of the ICT Directorate.

These are noteworthy successes, but it seems clear that – when considered across all projects and against the original objectives as laid out in project logframes – Human Resource Development has progressed slower than anticipated in most projects, particularly at the doctoral level. There are sometimes good explanations for this, while it is also true that restrictive rules regarding shifting of spending from one financial year to another, combined with difficulties in securing affordable accommodation in Belgium, have slowed progress in this KRA. Another critical problem noted, particularly at the doctoral level, is that staff members enrolled on such programmes are often overwhelmed by other departmental responsibilities when they are based in Kenya, which slows their progress in doing research and completing theses. As capacity-building is central to the concept of the VLIR-UOS-IUCs and a central requirement for driving research activities and development of centres of excellence, emphasis clearly needs to be placed on finding solutions to these and other problems affecting progress in human resource development9.

3.2.6. KRA 6: Infrastructure

Across the six projects, the MU-K IUC has registered significant successes in building infrastructure at Moi University. Cars have been purchased to support key project activities, significant investment has taken place in ICT infrastructure of different kinds (including deployment of software applications), and the Programme has facilitated purchase of research equipment (most notably equipping a complete research and testing laboratory in Project 5). A complete Programme Asset Register is presented in Appendix Thirteen. Although there have been changes in infrastructure procurement

9 Since the evaluation mission, it has been reported that the programmes has arranged for full release and

financial compensation for staff on study leave, so that they can concentrated on Ph.D. studies.


plans as Phase I has progressed, these largely seem to have fallen within the framework of expected shifts in strategy as needs and the external context have changed over the life of the Programme. A peculiarity of the restrictive annual spending policy of the VLIR-UOS-IUCs has been that it often makes sense to initiate last-minute spending on infrastructure to use unspent money before it needs to be returned to VLIR-UOS at the end of the financial year. This problem has sometimes been exacerbated by the ponderous and laborious rules that govern procurement, both in Belgium and at Moi University. The problem of procurement is addressed elsewhere in this report, but it should be noted that one of the consequences of inflexibility in shifting funds between years within the Programme is that it can falsely inflate expenditure on capital items at the expense of other important investments (possibly, most notably, capacity-building). This needs urgent review, as it seems counter-productive to the aims of the VLIR-UOS-IUCs.

3.2.7. KRA 7: Resource Mobilization

There is limited evidence of separate resource mobilization being actively driven through the MU-K IUC. There have been some short-term successes in this regard, for example, project 7 successfully securing an additional €200,000 from VLIR-UOS to spend on ICT infrastructure in the early stages of Phase I. In addition, there is some positive evidence of cross-subsidization of activities. Again in Project 7, for example, KENET has been investing separately in cabling and bandwidth infrastructure at Moi, which enables greater leverage of the funds spent in that project. Likewise, the significant investment by the University in purchasing the Rivatex factory has created an operational environment for initiating Project 5. Another area of success in resource mobilization has been the extent to which several projects have been able to use postgraduate programme enrolments as a vehicle for recruitment of graduate assistants. This significantly enhances the capacity of the respective Departments, and is sustainable in the long terms as the new members of staff are paid from government finances. However, the Programme is currently characterized by limited focus on resource mobilization and long-term sustainability. The two identified Centres of Excellence (in Textiles and Civil & Structural Engineering) have laid some initial platforms to become such Centres, but there is limited evidence, for example, of business plans, financial models for sale of services, or new research proposals being generated to mobilize finances from outside the VLIR-UOS. Likewise, in many instances the development of new programmes has taken place without proper market assessments having been done, and thus it is unclear if they can all survive when there are no tuition waivers in place for students (the Department of Textiles, for example, reported that it was unable to recruitment any new students for its new postgraduate programme when the tuition waiver was removed). In addition, none of the projects seems to have a proper, documented understanding of the actual per-student costs (including academic staff time) of having students enrolled on its programmes. This means that programme success, as measured by increased enrolments, often occurs at the expense of Departmental sustainability, because new students simply inflate the workload of current academic staff without bringing in enough financial resources to cover these increased costs. It is understood that this growth in enrolments is often driven by political pressure to absorb more students, but its long-term consequences for quality of educational delivery are deleterious. At the very least, each Department should have a proper handle on the costs of its programmes so that it can counteract political pressure to expand with real data about the financial requirements for such growth, but there is no evidence of this work having been done during the programme development and review exercises described in our project assessments. Across all projects, the EC received a few examples of new (internal or external) funding proposals or


business plans having been developed that build explicitly on the work completed in the VLIR IUC. The Programme has created opportunities for mobilizing additional funds from VLIR (for example, the ICT Grant, as well as two new North-South-South projects) and a few other projects, which is noteworthy. In addition, the EC received various examples of other funding proposals that have been developed, but these are mostly supplementary to the work of the VLIR IUC, rather than explicitly extending it. This is problematic as it is already evident that several activities (for example, the DSS work in project 4, growth in female postgraduate student enrolments in project 6, and e-learning rollout in project 7) have financial requirements that are well beyond the financial scope of Phase II of the MU-K IUC.

3.3. Assessment of Programme Management

3.3.1. Introduction

The Integrated Policy Manual for the MU-K IUC contains a detailed overview of the Programme Management structure, which is not repeated here. In this section, we reflect on key aspects of the programme management.

3.3.2. Programme Management Capacity

The Programme Coordinators are central to the success of any IUC, and this has proved no exception in the case of the MU-K IUC. Both southern and northern Programme Coordinators are to be congratulated for the level of effort that they have dedicated to the programme and its success, often in the face of quite complex logistical and administrative challenges. Although the IUC makes some provision for payment to the VUB to compensate for the time of the northern Programme Coordinator, this is in no way a reflection of the real market value of this function, which is significantly more costly than the €15,000 annual payment. Likewise, the southern Programme Coordinator has dedicated time and effort well beyond the call of duty, and in so doing has had to sacrifice much in terms of the advancement of his own academic career (a sacrifice shared by the Department and project in which he is officially based). Moi University has also invested significantly in subsidizing the management requirements of the MU-K IUC, which reflects clearly its commitment to the Programme. The commitment of both Programme Coordinators is clear, and they have contributed significantly to the achievements of the Programme to date. In terms of the presence of the different Programme Management elements considered essential to success, several, but not all of these, seem to be in place. The senior management of Moi University report a high level of awareness of the Programme, combined with regular briefing sessions from the PSU. This is a very positive development, which can serve to ensure ongoing linkages between the Programme and broader institutional strategy. The Vice Chancellor seems clear and sincere in his assessment that the MU-K is making a significant contribution to Moi’s institutional strategy. Moi University has established a PSU Office to house the Programme Coordinator, Programme Manager, Programme Accountant, and Programme Secretary. Unfortunately, the previous Programme Manager resigned the post to take up an academic position within the University, a move which took place – in significant part – due to reported challenges she experienced in executing the work required for this position. The consequence of this has been that a significantly higher load than expected has fallen on the shoulders of the southern Programme Coordinator, a situation which is untenable for the long-term success of the Programme. To resolve this problem, a decision was taken – with the endorsement of VLIR-UOS – to deploy the External Expert of the Programme (Dr. Cox Sitters) to provide Programme Management support during AP2011. According to the letter from VLIR-UOS, he is due to commence this work on 1st April, 2011, but will also continue to function as


the Programme’s External Expert. This situation is clearly far from ideal, as all parties recognize, but hopefully will alleviate short-term pressures within the PSU. A cautionary note to add in this regard, however, is that, within Moi University, appointment of personnel such as the Programme Manager typically takes place through a separate Committee structure, which would not involve the PSU. This is not ideal, as the Programmer Coordinator in particular has to have a strong say in the appointment of the Programme Manager and needs to feel confident that s/he will bring the required expertise to the position. A mechanism will need to be found to ensure that the Programme Coordinator is involved in this appointment10. Programme coordination at VUB has also been problematic over the life of Phase I. The reported annual VLIR contribution of €17,000 to cover the costs of programme management (which is provided in addition to the reported annual €15,000 contribution to the costs of the Programme Coordinator) does not seem to be a market-related rate. One consequence of this is that Programme Coordinators appointed to IUCs are typically academics, not necessarily project managers. The project management requirements of this function are significant, and require specialized expertise to manage the complex relationships across all the projects and within the Joint Steering Committee, as well as to oversee the Programme finances. Both the southern and northern Programme Coordinators expressed much gratitude to the northern project leader for project 7, Georges Eisendrath, who reportedly played a significant role in supporting and advising the Programme Coordinators, mostly on a voluntary basis. This, however, is not a sustainable strategy for running a large and complex Programme. Ideally, the coordinators should coordinate academically and the programme manager should take over the administrative and financial tasks. Programme management has also been disrupted by regular staff turnover within the ICOS Department of VUB. The new Programme Manager, Tania Genel, is reportedly the fifth person to occupy this position, and was appointed only a few weeks before the mid-term review workshop. This is not conducive to effective programme management, as a degree of continuity in personnel is important to sustain Programme momentum in initiatives of this nature.

3.3.3. Policy Manual

A further note of concern with respect to Programme Management is that the Integrated Policy Manual has not yet been completed. It seems untenable that this continues to be so four years into Phase I, with the most recent Joint Steering Committee (JSC) not yet having produced a final, agreed product. The latest version of that Manual, as tabled at the JSC meeting in Kisumu in February, 2011, seemed also to combine policies and procedures with a lot of historical information about the Programme itself, which may create confusion regarding the status of different sections of the manual. The most substantive matter outstanding with respect to the Policy Manual is the matter of a per diem policy, which was still an issue generating much difference of opinion during the mid-term review. The challenges seem to be of different kinds. First, because no policy is yet in place, payment of per diems has been taking place outside of any formal agreed principles, a problem noted in VLIR-UOS external audit reports. Second, there is an apparent disjuncture between the policies of VLIR-UOS/DGDC and those of Moi, both in terms of allowable amounts for per diems and in terms of the concept of a sliding scale for per diem payments for different categories of staff. At the time of the mid-term review, the VLIR-UOS Director had proposed an approach to per diem payment that sought to find a solution to these problems, but the EC has understood that this proposal is problematic to

10

Since the Evaluation Mission, it has been reported that this matter is now addressed in the revised Policy and Procedures Manual.


the University, both because it differs dramatically from agreed institutional policies and because it has the potential to generate significant additional administration for the PSU.

3.3.4. Project Design

In general, the design of the projects has conformed to the requirements for an IUC, and has created an effective planning framework for subsequent implementation. There is, of course, variance across the project designs, particularly at the level of the logframes, which have been completed in very different ways. A problem in this regard is that there is not consistency regarding how the logframes have been completed, with all completing different parts of the logframes in different ways and with varying levels of detail. The logframe for Project 7, for example, does not contain any intermediate results, having instead written these up as a list of specific objectives. There are a few general observations worth making about the project design, particularly with a view to completing a similar process for Phase II in the coming months:

1) In several projects, the project designs have proved to be very optimistic in terms of what will be achieved. While there are mitigating factors that have affected delivery (for example, post-election disruptions or procurement delays), the EC also has the impression that some project designs have defined too many objectives and targets relative to available budget and human capacity and this has been reflected in some of those objectives and targets not being attained. This is fairly normal in the early stages of project design, but should be easy to avoid when planning for Phase II, given the experiences gained to date.

2) Further, some projects include more Intermediate Results (IRs) than might be ideal. This is partly a problem of over-ambition, but also stems from a tendency to write IRs that should logically be Objectively Verifiable Indicators (OVIs). Where IRs have been proliferated, this generates knock-on complexities in project management, reporting, and financial management, given the nature of the VLIR-UOS templates for reporting and tracking project progress.

3) Most importantly, several projects are flawed in having presented OVIs/targets that are not measurable. Although there are some notable exceptions to this, some of the logframes abound in OVIs such as ‘Number of conference attendances’, ‘Number of PhD staff under training’, and ‘Number & status of computer labs/facilities, New ICT courses, student/computer ratio’. Clearly, none of these statements constitute meaningful targets, which makes it difficult then to assess whether or not the projects have achieved their intended Intermediate Results. Again, this might be understandable during Phase I, when some of these issues are still being defined, but needs to be tightened as the projects move into Phase II.

3.3.5. Project Reporting

Reporting on individual projects within the Programme has been undertaken predominantly through annual reports and plans, as well as through minutes of key meetings. Although the frequency of these reports is appropriate, the present formats of these reports make it difficult for the EC to undertake even simple (cursory) comparative reviews of progress between and within the projects over time. In particular, the following problems are noted:

1) The current format of Annual Reports and Plans, combined with the requirement for very detailed levels of reporting, encourages a ‘copy-edit-and-paste’ approach to report-writing. The consequence of this is often very long reports with little substance and a high degree of repetition from year to year. This makes it difficult to determine rapidly what has actually been achieved in a given year. The EC can see no evidence that this requirement for detail has achieved what was presumably its intended effect, namely better quality project management. On the contrary, it has reduced the effectiveness of Annual Reports as a communication tool to be used by all stakeholders for identifying problems/challenges and proposing clear solutions.


2) Submission of planned activities for each year being submitted before finalization and reporting of the previous year can lead to conflicting information. Ideally, progress reports and plans should be submitted together.

3) Too much emphasis is placed on reviewing progress in implementing activities in an extended tabular format and not enough on assessing the extent to which activity progress is leading to achievement of the results and indicators. It would seem more logical to have annual reports organized more explicitly around the intermediate results and objectively verifiable indicators of the projects.

4) It was particularly difficult for the EC to track the extent to which any joint decisions were taken to modify the results and indicators of the projects in response to challenges faced with implementation, and how this affected budgets. For example, the self-assessment reports outline indicators that vary from the original logframes, but it is very hard to determine from reports how and when this re-design took place.

5) Quality control of reports seems to have been deficient across all levels of the Programme (including the VLIR-UOS office). Several of the reports provided to the EC were incomplete (including reports from before AP2010) and typically still included the original instructions from VLIR-UOS guiding users on how to complete the templates.

3.3.6. Chepkoilel University College

As can be seen from the report on Project 3, the work in agriculture and bio-technology represents one of the success stories of the MU-K IUC to date. Unfortunately, however, for reasons beyond the control of Moi University, a political decision has been taken to convert the Chepkoilel campus into a Constituent University, with a view to establishing it as a fully independent university in the next few years. This is part of a national plan to increase the number of public universities in Kenya. At the time of the EC mission to Eldoret, a process was already under way to appoint a separate Council for Chepkoilel, which indicates that this plan is in relatively advanced stages of implementation. This introduces a somewhat unique dilemma for the MU-K IUC, as it means that the activities of one of the projects will be moving forward through a new institution, which is likely to achieve its independence during Phase II of the Programme. The IUC therefore faces a dilemma regarding whether it should continue with Project 3, given that it will most likely be implemented through a separate institutional structure during Phase II. On the face of it, such a movement would appear to contradict the notion of emphasizing institutional development through an IUC. As the background to this report has illustrated, though, this is by no means the first time that such a development has occurred at Moi, which has already spawned several new institutional structures. The impression that the EC received is that Moi continues to enjoy close working relationships with the new institutional structures that emerge from it, and feels a degree of ongoing responsibility for supporting them in their activities. It also appeared that relationships between Chepkoilel and the main campus were very cordial, and that there was a joint commitment on both sides to retaining joint project activities wherever possible (the VLIR-UOS IUC is not the only project to be affected by this development). Consequently, the senior management of Moi University and Chepkoilel were committed to establishing a Memorandum of Understanding11 between them to govern future collaboration when Chepkoilel becomes fully independent.

3.3.7. Communication Challenges

Although the good intentions and integrity of participants in the MU-K IUC is clear, the reality remains that the Programme Coordination function is, in the final analysis, the responsibility of VUB

11

It has been reported to the EC that, at the end of March 2011, significant progress was made in dialogue between VLIR-UOS and Moi University authorities, which should expedite the drafting of such an MoU.


as the primary fund-holder. While this solves one obvious problem of ensuring trustworthy custodianship of Programme finances, it is, de facto, a disempowering position for the southern partners, which needs to be carefully managed and has potential to lead to future conflict. This is exacerbated by the ease with which northern Programme and project participants are able to engage with VLIR-UOS, both because of their geographical proximity (which makes face-to-face meetings easy) and because of their common cultural and linguistic background. There are already instances in which this has become evident, if only on a relatively small scale. For example, the appointment of the External Expert as an interim Programme Manager is the subject of a direct contract between that individual and VUB. In establishing this interim function (which was agreed as important by all parties), ideally there should have been agreement on terms of reference for this work prior to the contract being signed. There have been a few reports from MU-K participants of experiencing a degree of unilateralism in decision-making from their northern counterparts when disagreements have arisen regarding project strategy (with the northern counterparts, for example, overruling plans put forward by MU-K for re-deploying project finances). Likewise, though, some northern participants have reported a few examples of apparent intransigence on the part of their southern counterparts, leaving them feeling as if project implementation decisions have excluded them.12 From the perspective of the EC, these problems seem primarily to be a function of problems with communication between the different parties, rather than a consequence of any deliberate attempt to control or impede the projects. These problems are exacerbated by the scale of the Programme, which leads to wide diversity of ideas and inevitable misunderstandings. These communication challenges have also been expressed more generally by several participants in the Programme. They are caused, variously, by: communications delays when people have too many competing priorities to give the Programme activities their full attention; limited time spent in the south by some of the project representatives from the north (either due to competing commitments or lack of obvious reasons to be visiting the south); the limitations of email as a form of communication, and an accompanying tendency on all sides to misinterpret the intention behind some messages; and the multi-faceted nature of the Programme, which makes it easy for activities and messages to be forgotten or missed. Although these communication problems are not yet at a level that could be described as alarming, perception is a dangerous problem in a complex Programme of this nature, particularly when it involves cooperation between multiple institutions with different cultural backgrounds and ways of handling challenges. Consequently, careful management will be required by all parties to analyse the cause of existing tensions and, in a spirit of open-mindedness, work together to find solutions to emerging problems.

3.4. Cross-Cutting Programme Issues

3.4.1. Synergy between MU-K and Northern Project Teams

In general, there has been a good working relationship between the north and south in the MU-K IUC. As might be expected, the cooperation works most effectively when there a common academic

12

The EC was requested to provide examples of these occurrences. However, given our observation that these problems have arisen due to misunderstandings, rather than pre-meditated intent on the part of participants, we believe that it is counter-productive to include specific examples in the report.


interest underpinning it and/or when key academics have enjoyed a prior professional relationship of some kind. In summary, therefore:

1) The PSU relationship seems largely effective, notwithstanding the multiple challenges that have been mapped out in the previous section. The fundamental problems underpinning this relationship relate predominantly to the reality that Programme Coordinators are appointed on a quasi-voluntary basis, which has created pressures in terms of time and capacity.

2) Project 2 is underpinned by a solid working relationship between the north and south. This is largely due to the historical relationship between Patrick de Wilde and Stanley Shitote. While this stands the project in good stead, it does introduce a risk of transferability, in the event that either of these individuals is no longer able to continue working in the project for any reason (although the same observation is probably true of every cooperative relationship).

3) Project 3 seems to be the project where the academic interests between north and south share the most in common, and this is reflected in the level of engagement of the northern academics in research activities in the south. This is, in large part, a happy coincidence of the field of agriculture and biotechnology, as the opportunities for northern academics to do research in south appear, on the face of it, to be greatest in this field. The running of joint PhD projects is another positive development in this project.

4) Project 4 has had the most problematic north-south relationships. The reasons for this are many and varied, while there are differences of opinion between the north and south regarding the focus of the project and the emerging challenges that have existed in the cooperative relationship. While the EC heard all of these opinions and all seemed valid, our assessment is that – given the current status of the project – the fundamental problems pertain to a mismatch of expectations regarding what the project should be aiming to achieve. This is combined with an anxiety in the South about sharing the DSS research data due to a well-publicized instance of another European university (not from Belgium) ‘stealing’ data from a cooperation with the University of Nairobi and publishing research findings without the involvement of its Kenyan counterpart. Another particular emerging area of interest in the north-south collaboration in this project has been the recent establishment of a joint Ph.D. research process being pursued by a student from Belgium and a student from Kenya. This seems a potentially very fruitful collaboration, which may be worth replicating in other projects.13

5) Project 5 appears to have enjoyed a solid and productive south-north partnership, although there is limited evidence of any mutual self-interest in the Programme activities to date. Rather, the nature of contributions from the north has tended to be more in the form of support and advice, as well as facilitating the procurement of equipment (all very useful contributions, but not representative of deep cooperation). This should be mitigated to a certain extent if progress can be made in enrolling a doctoral student in the Textiles Department at Ghent University, while there is also a critical role for the north to play in supporting research and the process of laboratory accreditation during phase II.

6) Project 6, like project 5, exemplifies a partnership which is solid and productive, but of limited long-term value to the participating northern university. Rather, the relationship seems to enable the northern project leader to be able to make a valuable contribution to work elsewhere in the world, harnessing the experience she has gained during her distinguished academic career. Given the focus of this project, it seems best to retain the partnership at this kind of level.

7) Project 7 has benefited from extensive engagement from the northern project leader, although there again appears to be little by way of mutual institutional cooperation. As the northern

13

Since the Evaluation Mission, it has been reported that the northern and southern project coordinators have introduced bi-monthly joint tele-conferences and developed a data-sharing and publications Standard Operating Procedures policy to guide future collaborations, which should help to alleviate the problems described in this report.


project leader has pointed out, it is difficult to find academics in the computer sciences and related fields from Belgium who would be interested in collaborative projects in Kenya. Consequently, it seems that this model of collaboration is probably the only realistic one for a project such as this, and it is a happy coincidence that the project has managed to secure the support of such a dedicated individual. The parallel investment by VLIR-UOS in developing of the ABCD library management system has also facilitated separate, mutually beneficial cooperation between MU-K and that project. This does raise one potential concern, which is the high level of dependence that this project appears to have on the individuals from the north, a concern acknowledged by all parties. It will be important, therefore, to ensure that mitigating strategies to reduce this dependence within the ICT Directorate are systematically implemented during Phase II.

Thus, on balance, the cooperation of the IUC has generated productive results that have certainly benefitted Moi University and, to a lesser extent, some of the participating Flemish universities. One specific problem worth noting in the cooperation partnerships, though, is the age of most of the northern counterparts, several of whom will reach retirement age either before or during Phase II. While engaging older academics has the advantage that they are willing to engage in projects that do not obviously advance their academic careers and they can draw on their many years of professional experience, it does introduce a problem of continuity during a ten-year engagement.

3.4.2. Inter-Project Cooperation

During programme design, a Programme Synergy Matrix was developed. This is presented below, with the EC having made additions by highlighting in grey those elements of the Matrix where there appears to have been some evidence of inter-project synergy:


Table 4 Programme Synergy Matrix

Textile IGERD Health

Sciences ICT

Civil and Structural

Agric & Biotech

Others (University) Others (External)

Textile Medical textiles

Composite materials

Cotton, silk research; Textiles from bio-waste

Dept of Chemical & process Engineering, School of Environmental Studies - Textiles materials (water hyacinth)

Kenya Agricultural Research Institute (KARI) - Cotton and silk research;

IGERD Gender policy;

Gender issues

Gender policy; gender issues

Gender policy;

Gender issues

Gender policy;

Gender issues

Gender policy;

Gender issues

ALL – gender policy; Gender issues

Gender policy;

Gender issues

Health Sciences

Gender disparity DSS Site

Telemedicine

Water and sanitation at DSS site

Nutrition at DSS site

WEBUYE – DSS/AMPATH/MOH

ICT ICT Policy; Connectivity: Networking, database mgt;

Info Sys

ICT Policy; Connectivity: Networking, database mgt;

Info Sys


Info Sys


Info Sys


Info Sys

e-learning

Connectivity

Dept of Electrical and Communications Engineering, Comp..Sci, School of Arts and Social Sciences

UoN –

E-library, DE

International Network for the Availability of Research Publications, Programme for the Enhancement of Research Information


Construction Textiles

14

Geographical Information Systems

Integrated water use in irrigation

School of Environmental Studies, NRWM – Water quality; water

Urban and rural – water quality; water; quantity; affordable housing

14

Item not contained in original Programme Synergy Matrix.


Textile IGERD Health

Sciences ICT


Agric & Biotech

Others (University) Others (External)

quantity; building materials

Agric & Biotech

Cotton and silk production

Community empowerment on food production

Nutrition; food crops; food & HIV;

Soils and water structures

Farm tools and implements

Post harvesting crop processing

Biological Sciences and Chemistry

International Centre for Insect and Physiology and Ecology, Silk Research station, Sacred Africa, KARI

Mid-term evaluation of the ongoing cooperation with Moi University, Kenya

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Clearly, inter-project cooperation cannot be considered to have been a success in the Programme to date, despite concerted efforts by the programme coordinators to promote such cooperation. Indeed, it was noted by several project participants that this has been a significant omission, with many and varied reasons being posited for its absence. Several of the reasons presented, however, seemed to operate in the role of conjecture, and hence are not repeated here. It does seem clear that inter-project cooperation has not been a high priority for the programme coordinators, project leaders, or Joint Steering Committee. This is to be expected in the first phase of launching such a Programme, and is not necessarily a cause for concern at this point. The priority has – rightly – been on getting the individual project running and overcoming the many practical and logistical hurdles experienced to date in this regard. However, it is equally clear that this state of affairs should not be allowed to persist into Phase II. Inter-project cooperation is an essential part of ensuring that the IUC becomes more than the sum of its parts, serving to drive broader institutional strategy. There are obvious points of intersection between projects – for example, field work, cross-application of disciplines (such as the textiles examples listed above, and the common need for e-learning – which need to be woven explicitly into the intermediate results for Phase II of the programme.

3.4.3. Gender Mainstreaming

Gender mainstreaming has been a particular success of the MU-K Programme to date, as is evident in the achievements of Project 6. Establishment of an institutional policy on gender and integration of modules on gender into programmes across the university are just two high-level examples that illustrate the extent to which gender has been successfully mainstreamed through the Programme. The success of this work is further reflected in the good relationship that exists between IGERD and National Centre for Gender Development (NCGD), which is charged with national responsibility for gender mainstreaming in the public sector. As part of its work, NCGD is responsible for monitoring the gender mainstreaming progress of public universities in relation to their performance contracts with government. The NCGD reports that Moi University is ahead of all other universities in this regard, which is, in significant part, due to the excellent work of IGERD.

3.4.4. Comparison of the VLIR-UOS-IUC Model with Similar Programmes Run by Other Donors

Opportunities for comparison between the VLIR-UOS IUC model and similar programmes run by other donors have been limited in this evaluation, but prior experience of the EC in engaging with other programmes does suggest that there are some important differences between the VLIR-UOS IUC and other similar donor programmes. Of particular value in the IUCs is the longevity of the Programmes, which makes it possible to consider achievements that are simply not possibly in other projects, which are usually only three or four years long. The IUC is also laudable for its strong emphasis on demand-driven capacity-building, particularly in an environment when many donors are cutting back on such investments. This focus is critical in African higher education, because there are immediate challenges in replacing an ageing academic workforce and few clear strategies to deal with this problem. The principle of north-south cooperation is also a good one, and valuable in the context of a long-term programme of this kind. However, it is problematized by two key issues. First, the location of the fund-holding responsibility within a Flemish university inevitably distorts the power relationships between north and south, which can create underlying tensions in implementation of the Programme, particularly in a context where there are significant operational challenges such as those experienced in this Programme. Second, where no obvious cooperation opportunity, driven by mutual self-interest, exists between north and south, there is a tendency to ‘manufacture’ these relationships, with the inevitable consequence that the northern counterparts end up becoming


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expert advisers to the south rather than true partners in project implementation. These problems have also been manifested in other institutional twinning partnerships funded, for example, by American Foundations and the National Institute of Health, so are not unique to the VLIR-UOS IUC. However, they do suggest that a different model needs to be considered for relationships where there is not a direct and obvious common interest from the northern partner, as the nature of the role changes quite significantly under these circumstances.


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4 Budgetary Issues

4.1. General Overview

Overall financial responsibility for the Programme rests with the VUB, through its ICOS office. Someone from that office is appointed to manage the Programme funds, although there has been significant turnover in that position since Programme inception. From the Moi University side, there is a full-time Programme Accountant allocated to the PSU. The Finance Office and Internal Audit Office at Moi University are both actively involved in Programme Management, although budgeting and financial reporting are undertaken by the PSU Office. Those Offices report undertaking regular reviews of project finance reports and ongoing reporting to the Senior Management, with the Internal Audit office particularly reporting on any activities that are contrary to University policy. In addition, the EC has been supplied what seems to be a detailed and comprehensive project asset register (see Appendix Thirteen). It is noted that this asset register does not yet form part of the broader institutional asset register, which will presumably need to happen at some point to ensure proper integration of these capital assets into the university’s management systems. Notwithstanding this, it has been noted that, due to early concerns about financial management, VLIR-UOS commissioned a series of external audits of the programme, which reported on a number of concerns relating to adherence to financial policies of VLIR-UOS, tracking of expenditure, and documentation of spending. Many of these problems seem to link back to the fact that project finances have largely been managed manually at MU-K to date, which makes it very difficult to locate supporting documents and hard to ensure accountability in the project financing systems. Although the EC has not interviewed these external auditors, we have been informed that all concerns – with the exception of that pertaining to per diem rates – have been resolved, that the financial report for AP2009 has been approved, and that a system is now in place (using a database kindly developed by Georges Eisendrath) to track expenditure from the north and south and to prepare financial reports. This is likely lead to significant improvement to the running of the Programme, assuming the system is well designed and easy to use (and anecdotal reports are encouraging in that regard). An immediate priority, when this system is fully functional, will be to ensure that it is generating the reporting and documentation necessary for project reporting purposes.

4.2. Overall Expenditure

Finances are currently only available for AP2007, 2008, and 2009, with the AP2010 financial report not due for submission until October, 2011. Detailed summaries of each financial year are presented in Appendix Ten, as lifted from the Annual Financial Reports. These are consolidated into a single summary table below, which covers the first three years of Phase I.


Table 5 Summary of Expenditure: AP2007 – AP2009

CO-ORDINATING FLEMISH UNIVERSITY:

NAME COORDINATOR

Activity Programme Year

Period From: 1-Apr-09 Till: 31-Mar-10

BUDGETLINES Approved Difference References

Belgian Acc. Local Acc. Total (b) + (c) (a) - (d)

(a) (b) (c) (d) (e)

B. INVESTMENT COSTS 428,958.00 157,108.55 247,138.33 404,246.87 24,711.13

C. OPERATIONAL COSTS 585,003.00 115,364.85 561,406.07 676,770.92 -91,767.92

D. PERSONNEL COSTS 170,392.00 108,952.67 41,260.62 150,213.29 20,178.71

E. SCHOLARSHIPS COSTS 337,016.00 230,960.05 69,165.46 300,125.51 36,890.49

F. INT. TRAVEL COSTS 137,550.00 100,930.52 57,562.77 158,493.29 -20,943.29

G. RESIDENTIAL COSTS 176,503.00 87,259.97 38,780.60 126,040.57 50,462.43

H. SHIPMENT COSTS 4,378.00 6,095.56 7,558.32 13,653.88 -9,275.88

TOTAL A tot H 1,839,800.00 806,672.17 1,022,872.16 1,829,544.33 10,255.67

Vrije Universiteit Brussel

Prof. Bernard Manderick

AP 2009 IUC MU-K

Expenses in EURO


This summary illustrates that overall spending has been largely within the budgets provided, although there have been some quite significant shifts in individual line items over the years, most notably in the 16% over-spending on Operational Costs and the 29% under-spending on Residential Costs (the over-expenditure on shipment costs, while high as a percentage of original budget, is a relatively small amount of money). Generally, the discrepancies between budgeted and actual expenditure do not seem especially problematic, although the under-spending in Residential Costs does possibly reflect the slower-than-expected progress in postgraduate capacity-building. As has been highlighted previously, a major challenge has been the annual budget cycle of VLIR-UOS, which makes no provision for re-allocation of budget between different years within each Phase. While this serves to ensure that money is spent each year, it has the unfortunate effect of prioritizing certain kinds of expenditure over others, particularly at the end of each budget cycle. For example, when unforeseen delays are experienced in enrolling students in postgraduate programmes, this money is often allocated at the last minute to procurement of equipment, such as ICT infrastructure. Likewise, there have sometimes been problems in handling reconciliations over year-end when money is committed but not spent.

4.3. Procurement Challenges

Possibly the most consistent complaint coming from all Programme participants has been the procurement process. There are several reasons for this:

1) In general, university bureaucracies around the world are known to be slow in processing contracts and payments, and the operations of Moi University and VUB appear to be no exception in this regard.

2) Kenyan national policy regarding procurement in the public sector is unusually onerous, largely as part of a government attempt to deal with corruption. While the policies seem well intended, their consequences are to proliferate the administrative requirements of processing all procurements at Moi.

3) Compounding this problem, private vendors and service providers are often reluctant to give firm quotations to universities in Kenya, as they have often experienced significant delays in procurement and have been negatively affected by subsequent currency fluctuations.

4) The historical manual nature of financial systems at Moi University has exacerbated delays, for example in issuing of cheques. This problem should hopefully reduce significantly as the university has recently implemented an electronic accounting system, which, for example, reduces the time of cheque issuing dramatically.

These problems often lead to significant challenges in project implementation, for example delaying procurement of important equipment or the chemicals and other materials needed to conduct research activities. There are no easy solutions to this problem, but it can be alleviated by seeking to mobilize procurement processes in regular, quarterly cycles rather than undertaking ad hoc procurements and ensuring that someone (presumably the Programme Accountant within the PSU) is tasked with the ongoing responsibility of chasing up all procurements, to ensure that they do not become unnecessarily delayed by any single individual in the procurement chain.15

15

Since the Evaluation Mission, it has subsequently been reported that the IUC Steering Committee has agreed with University Management on the need to establish a Procurement Committee to handle procurement issues for the Programme.


5 Conclusions and Recommendations

5.1. Overall Programme Assessment

Below is an assessment of the quality of each of the seven Key Result Areas (KRAs) generated by each of the projects during the first phase of the MU-K IUC Programme to date (2007 – 2011). This mid-term review report does not cover the full period of Phase I, which still has one year to run at the time of writing. The analysis begins with a summary table outlining the scoring by the EC of each element of the different projects.


Table 6 Summary scoring of the quality of Key Result Areas (KRAs) generated by the MU-K IUC Programme

Project *KRA 1

Research

KRA 2

Education

KRA 3

Extension and Outreach

KRA 4

Management

KRA 5

Human Resources

Development

KRA 6

Infrastructure

KRA 7

Resource Mobilization

Project 2. Civil and Structural Engineering

3 4 4 3 4 3 2

Project 3: Agriculture and Biotechnology 4 4 4 3 4 3 2

Project 4: Health Sciences 2 4 5 2 3 4 2

Project 5: Textiles 2 4 4 3 2 5 2

Project 6: Gender 3 4 5 3 4 4 2

Project 7: Information and Communication Technology

3 4 3 3 3 4 2

Overall MU-K evaluation scores 3 4 4 3 3 4 2

*A five-point evaluation scale was used to assess the qualitative outputs of performance as follows: 1 = (very) poor; 2 = insufficient / low; 3 = sufficient; 4 = good / high; 5 = excellent / very high; and + = results have been achieved but are outside the scope of the Project’s specific objectives. na = not applicable.


5.2. Value-for-Money

The EC was asked by VLIR-UOS to comment specifically on the extent to which its investment in the MU-K IUC represented value for money. Of course, as the detailed analyses presented above illustrate, there are many individual examples of money having been spent within the Programme that did not deliver its intended results. Possibly the most obvious example of this was the delays in project implementation caused by the post-election disruptions, while another good example of this has been that the investment in a Programme Manager position has not yet developed internal capacity within Moi for this kind of position due to the departure of the person appointed into an academic position. However, while developments such as these may have been unforeseen, they are not necessarily unusual over the lifetime of a five-year Programme. While the specific events may not be ‘typical’, the fact that unexpected events will lead to some financial wastage is both normal and to-be-expected. On balance, the EC ended its mission with an overall sense that the Projects had registered important achievements and, generally used the money available productively to achieve varied, interesting, and valuable results. Importantly, we were struck by the extent to which the achievements registered were not necessarily reflected adequately in the various reports that we read, which may suggest a degree of fatigue with reporting and the onerous requirements of the current reporting templates rather than an under-achievement of the Programme as a whole. Of course, there have been several false starts on project activities and there are still many challenges to ensure that identified project objectives are achieved during Phase II. There are also numerous Programme management issues that require urgent attention, on which recommendations are made in the conclusion to this report. However, the EC believes that, overall, the MU-K IUC has delivered value for money to date and is contributing to developing institutional capacity, and therefore that further investment in Phase II is justified.

5.3. Recommendations

The following recommendations are made by the EC and targeted at three levels: firstly at the project and sub-project levels; secondly, at the overall Programme level and thirdly, at the VLIR-UOS Secretariat level.

5.3.1. Project Level Recommendations

1) Place strong emphasis on project design ahead of Phase II, ensuring that logframes are completed using a standardized approach by all projects and that Specific Objectives, IRs, and OVIs are clear and measurable. As part of this exercise, it may be worth rationalizing the design of some projects, so that they focus on no more than three to four IRs at most.

2) Given the concerns raised about Project Management skills, consider appointing a professional Project Management consultant to assist project leaders to complete the logframes for Phase II using a standardized approach and that represent realistic, achievable, and measurable objectives, IRs, and indicators.

3) Focus on strategies to mobilize resources and secure long-term sustainability. There are numerous examples of project-level plans that need to be put in place in this regard: a) Complete proper financial analyses of all of the academic programmes developed or

reviewed through the MU-K IUC (possibly as a prelude to a wider institutional exercise), in order to assess the actual financial and human resource requirements for each and to determine the additional financing needed to fund growth in those programmes.


b) Ensure that, where Centres of Excellence are proposed as part of the intended results of the project, priority is given to developing proper business plans for these Centres so that they can be sustained after the project. Given the time lags in implementation of such plans, these business plans will ideally need to be completed early during Phase II to give adequate time to operationalize them before the MU-K IUC comes to an end.

c) Identify obvious areas within projects where new funding proposals can be written (for example, widening the scope of the DSS work, rolling out e-learning on campus, and increasing participation rates of female students in postgraduate programmes at Moi) and ensure that clear targets are set to complete such funding proposals during the first year of Phase II.

4) Develop clear plans, during the development of the Phase II Programme plan, to deal with the retirement of key individuals from the North, either creating space for them to continue their work during retirement or facilitating smooth transitions to other academics. Of course, these plans will need to be ratified by all parties, while it will be important to ensure that there is no unilateral appointment of new northern project leaders without prior consultation with affected MU-K personnel.

5) Ensure that projects include systematic plans to increase research output during Phase II. Some possibilities include: a) Identifying opportunities for joint research projects between southern and northern

scholars, and ensure that sufficient resources are allocated to support these; b) Ensuring that the northern teams incorporate and recognize the contribution of Moi

counterparts in the supervision of students on sandwich programme dissertations, where this is not already the case;

c) Ensuring that growing capacity within academic departments flowing from the Programme’s investments are used to free time of senior academics to participate more actively in research activities.

6) Allocate a higher percentage of finances in Phase II plans to travel of academics and students from Belgium to Kenya. Given the concerns raised by various partners from the North and South about level of engagement and challenges with communication, it seems important to create additional financial space for academics and students to travel from Belgium to Kenya to engage with their colleagues in the south, to develop greater insight into challenges with project implementation, and to work together to find more possible common research interests. This is already occurring in some projects (notably, project 3), but would be useful across all projects.

7) In Project 2: a) Place particular emphasis in the design of Phase II on activities that will achieve the objective

of establishing a Centre of Excellence. b) Identify strategies to release time of senior academics to engage more actively in production

of high-quality research papers. c) Consider dropping extension activities as a separate result area and rather focus on ensuring

that community engagement and extension work are active components of the core work of research and education.

8) In Project 3: a) Ensure that a Memorandum of Understanding is signed between Chepkoilel Constituent

University and Moi University before proceeding with Phase II of the project. b) Ensure that there is documentation of the completed activities in the form of reports and

brochures to inform interested stakeholders. Lack of documentation makes it difficult not only to verify the progress of the activities, but could also contribute to a loss of valuable research information.


c) Involve farmers more in project activities to enhance food quality and higher yields, which are important objectives of the project. A relatively small number of farmers currently participate in the soil and crop trials undertaken by the project.

9) In Project 4: a) Prioritize completing a Phase II programme design – ideally facilitated by an impartial outside

facilitator – that focuses on resolving the differences of opinion regarding the focus of the project. This design will need to involve all parties to the project, and place emphasis on mobilizing the core capacity that is needed to make this project work successfully, particularly in the area of the DSS, where lack of progress in analysis and sharing of data in a multi-disciplinary way poses a particular problem. In this regard, the emphasis of cooperation needed with the north may be less in the field of Family Medicine and more in the fields of health research, biostatistics, and structure and functioning of the DSS database.

b) Make sure that logframe activities are stated in a manner in which outputs are clearly measurable in terms numbers of beneficiaries and are also strictly followed.

10) In Project 5: a) Place particular emphasis in the design of Phase II on activities that will achieve the objective

of establishing a Centre of Excellence. b) Develop clear strategies and business plans to make the Centre of Excellence in Textiles self-

sustainable after the project is completed. c) Place greater emphasis on doctoral studies and on research outputs in the design and

budgeting allocations for Phase II.

11) In Project 6: a) Ensure that the project focuses on a reduced number of gender advocacy activities, which

make it is less strenuous to verify implementation and the numbers of participants. b) Have an inbuilt mechanism for monitoring and evaluating gender advocacy activities as a way

of tracking their impact on the ground and to improve future delivery. c) Explore ways of developing and mounting university-based gender courses which would

enhance capacity building for training within IGERD.

12) In Project 7: a) Emphasize development of capacity within the ICT Directorate, and particularly the creation

of redundancy in key skills. b) Develop and operationalize ICT systems maintenance, security, and disaster recovery plans. c) Systematically ensure that the ICT Directorate takes on greater responsibility for all aspects of

project implementation during Phase II, in order to reduce dependence on the northern project coordinator and experts by the end of the Programme.

5.3.2. Programme Level Recommendations

1) Ensure that the Integrated Policy Manual is finalized and approved by all parties before any Phase II plan is finalized. In doing this and given the history of this manual, it will be important to ensure that: a) All non-essential information – i.e. anything not explicitly outlining Programme policies and

procedures – is removed from the final version of the Manual. b) Agreement is reached as a matter of urgency on a per diem policy that will, on the one hand,

adhere to DGDC policies regarding maximum per diem limits and, on the other, not create resentment within the MU-K community. From this perspective, to adhere to local policies, the agreement will need to make some concessions to institutional policies regarding payment of per diems, particularly with respect to graded levels of payment for different categories of staff and the rights of staff to select their own accommodation within agreed financial limits. While these approaches might seem unusual in the context of other IUCs


around the world, they represent normal practice in Kenya. It is also essential that this policy should not proliferate unnecessary administration for the PSU.

c) There is written approval from all key players to the final Phase I version of this Manual: MU-K Vice Chancellor, VLIR-UOS Director, northern and southern Programme Coordinators, and all project leaders.

2) As part of finalization of the above Policy Manual, ensure that there are clear statements on intellectual property rights and research/publication procedure to govern all use of research data. Such policies are already being developed in Project 4 to mitigate concerns about misuse of DSS data, but would be usefully applied as policy across all projects in order to create a safe space in which common research interests can be pursued.

3) Appoint a full-time Programme Manager at Moi University before Phase I is completed, giving that person enough time to learn the requirements of the position before the commencement of Phase II. Ideally, a mechanism should be put in place to enable this appointment to take place outside the normal university recruitment channels, in order to ensure that the Joint Steering Committee can take responsibility for approving the person appointed rather than having this appointment managed by an outside Committee with limited knowledge of the requirements of the Programme.

4) Invest in completing the Programme financial management database and completing professional development activities for all of its intended users. The database prepared by Georges Eisendrath will be a critical tool for Phase II Programme Management, and thus it seems unwise to rely on the generosity of an individual for its completion and implementation. Thus, finances should be dedicated to its development, maintenance, and use in the run-up to and during Phase II.

5) Return to the Programme Synergy Matrix to ensure that specific provision is made across all Phase II project plans for a dedicated focus on inter-project activities. This is essential because such activities were strongly emphasized in the rationale for the IUC initially but have not yet moved forward in a sufficiently coherent manner during Phase I. In addition, inter-project activities will provide an excellent mechanism for ensuring that the Results of the projects cohere into more than the sum of their parts, thus making a more meaningful contribution to overall institutional development at Moi University.

6) Invest in recruiting a part-time, independent Programme Management Support Consultant to facilitate resolution of Programme Management issues that have arisen during Phase I and to provide ongoing support to northern and southern Programme Coordinators during Phase II. The issues of the Policy Manual, differences of opinion between the north and south regarding Project 4, and per diem policies in particularly, highlight the dangers of relying so heavily on Programme Coordination that is ‘voluntarily’ contributed by the institutions, that draws on individuals with academic rather than project management expertise, and that depends on over-committed individuals with multiple competing academic responsibilities. Consequently, it is proposed that an outside expert in Programme Management (ideally not from Kenya or Belgium) be brought into the Programme to:

a) Facilitate dialogue between all parties to find mutually acceptable solutions to key problem areas (particularly, the issue of per diem payments, if it is not already resolved, finalization of the policy manual and its subsequent updating as policies change, and the differences of opinion regarding the focus of project 4);

b) Support all project teams to prepare better designed logframes in preparation for Phase II (as per recommendation 1 above);

c) Support implementation of the financial management system that has been designed in order to ensure that it achieves its intended objectives, to the satisfaction of all parties;


d) Provide oversight of all project Annual Reports and Plans before submission to VLIR-UOS to ensure consistency, accuracy, and quality in their completion);

e) Design a clear communication strategy for the Programme, to ensure that misperceptions between different parties are minimized during Phase II, and monitor its successful implementation;

f) Provide ongoing support and advice to the Programme Coordinators as requested.

To ensure impartiality, this Consultant should be accountable directly to VLIR-UOS, but with a mandate provided from both MU-K and VUB.

5.3.3. VLIR-UOS Secretariat Level Recommendations

1) Consider implementing a more standardized and concise annual reporting structure. This would improve the work of the VLIR-UOS Secretariat staff and the mid-term and final evaluation commissions if reports were written up in a standard, much simplified summary pro-forma (of no more than 2 pages) attached to which can be, where necessary, annexes containing specific information which elaborates the main objectives and indicators. For example it might look like something as follows:

a) Introduction and general narrative overview of the Programme; b) Project by project reports of progress towards intermediate results and objectively verifiable

indicators (presented in tabular format), as well as a summary of problems and challenges experienced in the previous reporting period;

c) Revised activity schedules for each project (with deadlines and responsibilities included); d) A budget variance report, presenting the original budget, expenditure to date, and proposed

variance for budgetary expenditure for the remainder of the project). e) A series of relevant annexes presenting project results, statistical reports, Joint Steering

Committee meeting minutes, and any other relevant source documentation could be attached, preferably in softcopy (scans in jpeg or pdf formats).

2) If at all possible, shift to a three-year budget cycle (as the EC understands is currently proposed by VLIR-UOS) before the commencement of Phase II and ensure that the policies and procedures around implementation of that budget cycle are clearly understood by all parties. A three-year budget cycle will help to alleviate procurement problems, and should also serve to facilitate easier financial reporting from both the North and South.

3) Ensure that any policy changes regarding expenditure, either coming from DGDC or VLIR-UOS, are applied only for future expenses and will not affect existing project plans or approved agreements. The EC has been given information about changes in policy regarding allowable expenses (for example, time that students may spend in residence in Belgium when undertaking postgraduate studies), which have had a significant impact on project planning and subsequent ability to achieve project results. If this is correct, it does mean that such changes have a direct, detrimental influence on project performance, which all parties should seek to mitigate in Phase II by minimizing such occurrences and also raising concerns immediately should they occur.


Appendix One: Interviews and Meetings held during the MU-K IUC mid-term evaluation missions to Brussels and Kenya on 11th – 13th January, 2011 and 7th – 16th February, 2011

Meeting Participants/Interviewees/Sessions

11th

January, 2011, Brussels, Belgium

Introductory Briefing by VLIR-UOS Personnel

• Dr Luc Janssens de Bisthoven (Programme Officer South) • Christophe Goossens (Programme Officer South) • Peter de Lannoy (Coordinator South and IUC)

Project 3 Northern Project Leader interview • Prof. Roel Merckx (Katholieke Universiteit Leuven)

12th


Project 5 Northern Project Leader Interview • Prof. Lieve van Langenhove (Ghent University)

Project 4 Northern Project Leader Interview • Prof. Jan de Maeseneer (Ghent University)

Programme Officer South Interview • Dr Luc Janssens de Bisthoven (Programme Officer South)

13th


VLIR-UOS Director Interview • Kristien Verbrugghen (VLIR-UOS Director)

Project 6 Northern Project Leader Interview • Prof. Mieke van Haegendoren (University of Hasselt)

7th

February, 2011, Eldoret, Kenya

Courtesy Call to the Vice-Chancellor • All Northern and Southern Project Participants

Launch Programme • Launch Gender Policy (Dr W. Khamasi) • Launch E-learning System (Dr J. Agalo) • Launch Library System (Dr T. Tanui & S. Mutai) • Launch ICT Infrastructure & Information Systems (Dr A.

Muumbo) • Keynote speeches: • Prof. Stanley Shitote (MU-K Southern Project Coordinator,

Moi University) • Prof. Bernard Manderick (MU-K Northern Project

Coordinator, Katholieke Universiteit Leuven) • Prof. Samuel Gudu (Deputy Vice Chancellor: Planning and

Development, Moi University) • Prof. Richard K. Mibey (Vice Chancellor, Moi University) • Dr Luc Janssens de Bisthoven (Programme Officer South) • Mr Evan Mwai (Council Chairman, Moi University)

Visit to Rivatex East Africa Limited (REAL) • Tour of Project 5 laboratory and aspects of REAL Factory

Visit to Chepkoilel University College • Courtesy call to Chepkoilel University College Principal and tour of AgBio facilities at Chepkoilel

8th

February, 2011, Kisumu, Kenya

Mid-Term Evaluation Workshop, Day One (Kisumu Hotel)

• Opening Remarks: Prof. Shitote & Prof. Manderick • Project 2: CSE Presentation (North and South Project

Leaders) • Project 3: AgBio Presentation (North and South Project

Leaders) • Project 4: Health Sciences Presentation (North and South

Project Leaders) • Project 5: Textiles Presentation (North and South Project



Leaders) • Project 6: Gender Presentation (North and South Project

Leaders) • Project 7: ICT Presentation (North and South Project

Leaders) • Screening of programme video documentary • Joint Steering Committee Meeting

9th

February, 2011, Kisumu, Kenya

Northern Programme Coordinator Interview • Prof. Bernard Manderick (MU-K Northern Project Coordinator, Katholieke Universiteit Leuven)

Project 7 Northern Project Leader Interview • Prof. Georges Eisendrath (Katholieke Universiteit Leuven)

Project 2 Northern Project Leader Interview • Prof. Patrick de Wilde (Katholieke Universiteit Leuven)

Interview with Dean of Faculty of Engineering (Projects 2 and 5)

• Prof. K. Kiriamiti (Moi University)

Interview with Dean of School of Medicine (Project 4)

• Prof. P. Ayuo (Moi University)

Interview with Dean of Faculty of Agriculture (Project 3)

• Dr J. Ochuodho (Chepkoilel University College)

Interview with Representatives of Dean of School of Public Health (Project 4)

• Joseph Rotich (Senior Lecturer, School of Public Health, Moi University)

• Diana Menya (Professor, School of Public Health, Moi University)

Interview with Project Stakeholders • Denis Masika (Data Analyst, Water Resource Management Authority – Project 2)

• Fidelis Sakwa (Product Development Manager, Bamburi Lafarge Cement – Project 2)

• Dr Francis Muyekho (Centre Director, Kenya Agriculture Research Institute, Kakamega – Project 3)

• Luke Muscwe (Divisional Agricultural Extension Officer, Ministry of Agriculture, Ukwala Division – Project 3)

• Grace Nasimiyu Opati (District Officer, Bongoma East (Webuye) – Project 4)

• Patrick Kirui (Laboratory Analyst, Textile Laboratory, Kenya Bureau of Standards – Project 5)

• Pererlis Nyatuga (Director, National Commission of Gender and Development – Project 6)

10th

February, 2011, Nairobi, Kenya

Courtesy Call to Belgian Representative in Nairobi

• Mr. Igor Haustrate (Belgian Embassy in Kenya)

10th

February, 2011, Kenya

Interview at KARI Kakamega • Dr Francis Muyekho (Director)

• Dr Florence Wamunga (Soybean Project Leader)

•

•

11th

February, 2011, Kenya

Webuye District Hospital • Dr Jeremiah Laktabai (Hospital Superintendent) • Mr Chris Simiyu (DSS Project Coordinator)



Mabanga ATC • Mr Peter Wanyama (Farm Manager) • Abigael Nasimyu (PhD Student) • Moses Kasili (Farmer)

13th

February, 2011, Nairobi, Kenya

Meeting Between VLIR-UOS and VVOB • Dr Luc Janssens de Bisthoven (Programme Officer South) • Paul Bottelberge (VVOB Healthy Learning Programme

Coordinator) • Dr Paul van Otten (VVOB Programme Coordinator: ICT

Integration in Education) • Vivian Nereah Atakos (VVOB Healthy Learning Programme

Communication Officer)

14th


Meeting with selection of students funded through MU-K IUC

• Kiyeng P Chumo (PHD Student: Information Systems – Sandwich Programme with VUB)

• John Tarus (Masters student: Information Technology) • Emily D Mateche (Masters Student: School of

Environmental Studies) • Joan Koech (Masters Student: School of Arts and Social

Science) • Lawrence O. Muku (MSc student: School of Engineering –

DCSE) • Rutto K. Erick (MSc Tropical and Infectious diseases – Local

(VON) ) • Kipsoi Emmy (PHD Student: Supplementary Research Funds

Under GEP Project 6) • Ruth Njoroge (MSc: Tropical Natural Resources MGT (Major

Soil Science and Minor Economics) • Susan Matiku (M Phil Student – Tourism Managements ) • Erick M Akivaga (MSc. Water Engineering – CSE) • Victoria Okumu (MSc. Structural Engineering – CSE) • Miriam Rono (PhD Student (MV) (Gender Studies)) • Too Simon (MSc Student (MV) – Textile Project) • Norbert Muya C (MSc Student (MV) – Textile Project) • Jerry Rawlings (MSc Student (MV) – Textile ENG) • David K. Kios (MSc Student – Anime Breeding and Girths,

University of Pretoria) • Pkania C. Kennedy (PhD Student (Bistech): Ghent University

(Sandwich Programme) • Njira Njira Pilli (Obtained Master’s Degree in Plant

Nematology, Ghent – Belgium – Full Time) • Abigail Nekesa Olinga (PhD Student (Soil Science) –

Sandwich – KV Lauren ) • Mathew T. Katlol (Obtained MSC Molecular Biology – Vrije

Universiteit Antwerp) • Kamara Margaret Kosgey (M.PHIL – MU – VLIR-UOS –

IGERD Funds Beneficiary => Teen Mothers Challenge in Secondary Schools)

• Dinah J. Chelagat (PhD Student (Health) – University of the Free State: A framework to improve post-natal care)

• Andrew Obala (PhD – Medical Phystrolosm care from JKUAT) (Health Science Project) )

• Ronald Angima (Masters Student in seed science and technology in Moi University (Enhancement of Colton seed quality)



• Mburu Ann (MSc Student, Texture Engineering – MU) • Ochieng D. Niyogi (MPHIL Information Technology) • Joel Acluiambo (MPHIL in Information Technology)

Meeting with selection of academics supervising students funded through MU-K IUC

• Prof. Stanley Shitote (MU-K Southern Project Coordinator, Moi University)

• Dr J.K. Changach (SOE Supervisor) • Dr D.R. Tuihoorh (SOE Supervisor) • Dr. J. Kibiiy (CSE Project Supervisor) • Prof. J.R. Okdebo (AgBio Project Supervisor) • Dr Cox Sitters (CSE Project Supervisor) • Dr Eric Oyondi (Textile Project Supervisor) • Dr Lucas Ngode (AgBio Project Supervisor) • Dr J.J. Mwasvagi (Textile Project Supervisor) • Dr D.M. Kilti (SB&E Supervisor)

Interview with Moi University Chief Academic Officer

• Prof. K. Ole Karei (Chief Academic Officer, Moi University) • Dr J.M. Boit (Senior Principal Administrative Officer) • Mr N.K. Tenai (Acting Principal Administrative Officer:

Admissions) • Mr P.C. Tumei (Acting Senior Administrative Officer:

Admissions)

Project 2 Moi University Team Interview • Dr J.K. Kibiiy (Project Leader, CSE) • Prof. S.M. Shitote (Team Member) • DR C.W.M. Sitters (External Expert) • Mr J.K. Ngetich (Team Member) • Mr. L.O. Muku (Team Member) • Mr C.O. Ndaga (Team Member) • Mr N.K. Maritim (Team Member) • Dr J.R. Kosgei (Team Member) • Ms V.J. Saibei (Team Member) • Miss. P.K. Njeru (Team Member) • Mr P.O. Jangaya (Team Member) • Ms V.A. Okumu (Team Member) • Mr E.M. Akivaga (Team Member)

Interview with Moi University Senior Managers

• Prof. B.E.L. Wishitemi (Deputy Vice Chancellor: Research and Extension, Moi University)

• Prof. Samuel Gudu (Deputy Vice Chancellor: Planning and Development, Moi University)

• Dr J.K. Sang (Chief Administrative Officer, Moi University)

Interview with Finance/Audit/Procurement Office

• Milcah J. Mutwol (Finance Officer) • Wilson Beitt (Purchasing Officer) • Margaret K. Gimaiyo (Internal Auditor) • Kirwa Chirchir (Accountant, VLIR-UOS PSU)

15th


Moi University Vice Chancellor Interview • Prof. Richard K. Mibey (Vice Chancellor, Moi University)

Project 6 Moi University Team Interview Dr Wanjiku Khamasi (Project Leader)

Dr Kitange Kisilu (Team Member)

Dr Fatuma Dawood (Team Member)

Ms Mary Mahugu (Team Member)

Ms Emmy Kisoi (Team Member)

Mr Hosea Kiplagat (Team Member)



Project 7 Moi University Team Interview • Dr Alex Muumbo (ICT Director) • Mr Kiyeng Chumo (ICT Planning Officer) • Mr Allan M Muigai (Team Member) • Mr David K. Biwott (Team Member) • Dr David Gichoya (Team Member) • Mr Solomon Mutai (Team Member – Library) • Dr Edwin Ataro (Team Member)

Project 3 Moi University Team Interview • Prof Robert Okalebo (Project Leader) • Dr H. Rachuonyo (Team Member) • Dr Florence Wamunga (Team Member) • Dr Linet Gohole (Team Member) • Dr Lucas Gode (Team Member) • Mr. P. Njiranjira (Team Member) • Ms Abigael Nasimiyu (Team Member) • Ms Ruth Njoroge (Team Member)

Project 5 Moi University Team Interview • Dr Eric Oyonbi (Team Member) • Charles Nzila (Team Member) • Dr Diana Madara (Team Member) • Dr John Githaiga (Project Leader) • Dr J.I. Mwasvagi (Team Member) • Benson Dulo (Team Member) • Patrick Nziu (Team Member) • Peter Chemweno (Team Member) • Obadiah Maube (Team Member) • Dr David R. Tuikomi (Team Member)

Project 4 Moi University Team Interview • Raymond Downing M.D. (Chair, Family Medicine) • Chuispinus Simuyu (Site Manager, Webuye DSS) • Dinah Chelagot (Team Member) • Andrew Obaya (Team Member) • Dr B.O. Khwa-Otsyula (Project Leader)

16th


MU-K Southern Project Coordinator Interview


Moi University Programme Support Unit Interview


• Dr C.W.M. Sitters (External Expert) • Kirwa Chirchir (Accountant, VLIR-UOS PSU) • Patriciah Owiyo (Programme Secretary)

AMPATH Interview • Dr Robert Maiyo (Project Manager)

Eldoret Water and Sanitation Interview • Mr. Lutta, ELDOWAS Director


Appendix Two: Roles of Key Staff from the South and the North in the MU-K IUC Programme

Southern Partners (Key Staff Involved)

Name Position

Prof. Stanley Shitote Programme Coordinator

Dr. Joel Kibiiy Project Leader – CSE

Prof. Robert Okalebo Project Leader – AGBIO

Prof. Barasa Otsyula Project Leader – HEALTH

Dr. Eric Oyondi Project Leader – TEXTILE

Dr. Wanjiku Khamasi Project Leader – GENDER

Dr. Alex Muumbo Project Leader – ICT

Dr. Cox Sitters External Expert – CSE

Mr. Kirwa Chirchir Programme Accountant

Ms. Patriciah Owiyo Programme Secretary

Northern Partners (Key Staff Involved)

Name Position

Bernard Manderick (VUB) Flemish Programme Coordinator

Patrick De Wilde (VUB) Flemish Project 2 Leader – CSE

Roel Merckx (KULeuven) Flemish Project 3 Leader – AGBIO

Jan De Maeseneer (UGent) Flemish Project 4 Leader – HEALTH

Davy Vanden Broeck (UGent) Flemish Deputy Project 4 Leader RH – HEALTH

Marc Marc Twagirumukiza (UGent) Flemish Deputy Project 4 Leader FM – HEALTH

Lieva Van Langenhove (UGent) Flemish Project 5 Leader – TEXTILE

Mieke Van Haegendoren (UHasselt) Flemish Project 6 Leader – GENDER

Georges Eisendrath (VUB) Flemish Project 7 Leader – ICT

Tania Genel/Francoise De Cupere (VUB) ICOS – IRMO


Appendix Three: VLIR-UOS-IUC Programme Evaluation Criteria (as Presented in Evaluation Terms of Reference)

The Logical Framework

The logical framework will serve as the basic reference document in terms of the objectives and indicators specified to assess actual progress against the objectives and results formulated.

All project leaders will therefore in the framework of the self assessment report (see further) against the key indicators as well as the assumptions formulated at project design stage.

A five-point evaluation scale

In addition to the primarily descriptive profile of results both per project and in more general terms at programme level, the evaluation commission will be invited to evaluate these results in qualitative terms applying different qualitative criteria and a five-point scale. A five-point evaluation scale is to be used, both when judging the results in general terms, and when evaluating the performance of the projects and the programme as a whole in terms of the qualitative criteria. The scale is as follows: 1 = (very) poor 2 = insufficient/low 3 = sufficient 4 = good/high 5 = excellent/very high. These scores – expressing in quantitative terms an overall and synthetic yet differentiated qualitative judgement – should facilitate the task of evaluation and should be applied to

• The Key Result Areas • The qualitative criteria for the IUC programme and for each project within the IUC programme. Key result areas and some qualitative criteria (see below) will be provided by the Northern and Southern stakeholders through self-assessment formats and will be at the disposition of the evaluation committee. The evaluation committee is expected to conduct the interviews based on the results of the desk study and the self-assessments, to display the results of the self-assessments, to comment on these results, based on the interviews, to display and comment their own findings, and to apply its own scoring to the different indicators in a consolidated way.

Output: Key Result Areas

The evaluation will focus on seven areas of key (programme/project) results areas (KRAs), each one specified in terms of its corresponding set of indicators. Where possible, both quantitative and full descriptive data will be obtained and used as a basis for evaluation. In order to allow the usage of some ‘standard indicators’, all projects will report against these indicators. These indicators are essentially output-oriented and quantitative. Such a reporting will furthermore greatly contribute to documenting the actual outputs and retaining such information in a database that will be annually updated, in view of the end evaluation at the end of phase II.


Table 7 Evaluation indicators

Key result areas Indicators (quantitative and full descriptive data)

KRA 1: Research • Articles in international peer reviewed journals • Articles in national peer reviewed journals • Conference proceedings (full paper) • Conference abstracts • Chapters in books (based on peer review) • Books with international distribution (author or editor) • Working/technical papers/popularising literature/articles in national

journals, electronic journals etc. • Conference contributions (posters, lectures) • Patents. • Other

KRA 2. Teaching • Number of courses/training programmes developed • New of substantially updated curriculum • Textbooks development • Learning packages developed (distance learning, CD-Rom etc.) • Laboratory manuals • Excursion guides • Other

KRA 3: Extension and outreach

• Leaflets, flyers or posters for extension • Manuals or technical guides • Workshop or training modules package • Audio visual extension materials • Consultancy / contract research • Policy advice/papers • Other

KRA 4: Management • New institutional procedures / policies • Lab or departmental management inputs • Systems development (e-management, software etc.) • Research protocols • Other

KRA 5: Human resources development

• Bsc. • Msc. • Phd. • Pre-doc • Training in Belgium • Other

KRA 6: Infrastructure Management

• Physical infrastructure (incl. land) • ICT-equipment • Library equipment (incl. books) • Laboratory equipment • Transport

KRA 7: Mobilisation of additional resources/opportunities

• Flemish travel grants • Flemish PhDs • Other PhDs • Spin off projects • other

7. Other

With input of VLIR-UOS-secretariat and the concerned stakeholders, this table is to be completed for each project of each partner programme. In case it is impossible to complete the table in details, the evaluation commission can make its evaluation at the level of the main categories or subcategories.


Outcomes and Impact: Qualitative Evaluation Criteria

Introduction and Definitions

Outcomes can be defined as the intermediate effects on the stakeholders receiving or producing the outputs (or the services generated by the outputs). Impact can be defined as the long term effects of the outputs on society or the wider campus or region. In order to allow the usage of some ‘standard evaluation criteria set against some indicators’, the programme and all projects will report against these criteria. These criteria are essentially outcomes (more project level) and impact (more programme level) oriented and qualitative to semi-quantitative. Such a reporting will furthermore greatly contribute to documenting the actual outcomes and impact and retaining such information in a database that will be annually updated, in view of the end evaluation at the end of phase II. The evaluation will be focused on 4-6 evaluation criteria (programme/project), each one specified in terms of its corresponding indicators. Where possible, both quantitative and full descriptive data will be obtained and used as a basis for evaluation. Notice: although the qualitative evaluation criteria and associated indicators listed hereunder are given separately both at programme and at project level, certain of these indicators are interchangeable and a complete separation of indicators at both levels would be artificial. The evaluators are invited to appreciate which of the indicators are relevant at both programme and project levels. Please note that the indicators are not exhaustive. It is left to the evaluator’s appreciation to consider these and/or alternative indicators.

At Programme Level

In terms of collaboration at the level of the programme, the following criteria can be applied as a reference. Table 8 Programme-Level Criteria

Criterion Indicators

1. Efficiency The relationship between the objectives and the means used to reach the objectives.

The use and application of the means earmarked for collaboration.

The actual net result in terms of the achieved efficiency through collaboration.

The extent to which collaboration can contribute to solving institutional needs and problems.

Possible indicators of “efficiency”:

At the level of the programme : existence of systems for continuous alertness for opportunities to enhance efficiency through cost-sharing/economies of scale etc.

2. Impact Not just actual but also (given time limitations) potential impact.



Possible indicators of “impact” :

• impact at the institutional level : the extent to which the collaboration has sparked other departments to initiate interuniversity collaboration, joint capacity building, fund raising etc.

• impact at regional developmental level: the extent to which the collaboration has led to joint developmental activities or similar collaborative models at the regional level

• impact at policy level : the extent to which the collaboration has raised interest of policy makers and academics, and how the partner university is called upon or is pro-actively developing collaboration models that could be fed into policy advice

3. Development relevance

The extent to which the planned collaboration is addressing immediate and significant problems and needs of the concerned partners as well as regional and national policy makers, with reference to the MDGs, PRSP and other multilateral policy papers (e.g. PASDEP).

4. Sustainability Financial, institutional and academic sustainability

Possible indicators of institutional commitment in the South :

• co-funding by the partner university (matching funds) • incorporation of costs into the budget of the partner university • the partner university sets aside funds for operations and maintenance of physical

infrastructure • Ability to attract extra-muros funds • Ability for full financing or co-financing events, workshops, congresses, mobility, grants,

investments, infrastructure • Strengths and weaknesses of the institution in terms of institutionalising the

collaboration • Intensification and/or formalisation of interuniversity consultations (North-South and

South-South) • Ability to produce joint proposals (fund raising, research) • Collaboration and exchanges outside of VLIR-UOS-programme • Curbing brain drain into sustainable brain circulation, installing incentives, “pull factors”

against “push factors”

5. Change • changes in awareness, knowledge, skills • increases in the number of people reached • policy changes • changes in behaviour • changes in community capacity • changes in organizational capacity (skills, structures, resources) • increases in service usage • improved continuity of care

At Project Level

In terms of collaboration at the level of the projects, the following criteria can be applied as a reference.


1. Quality This is the main criterion, being the result of all other criteria.

Possible indicators of "quality" :



• quality of research : the extent to which the results have been incorporated in local or international refereed journals

• quality of education : the extent to which alumni easily get a job which fits their education profile; the number of fellowships acquired from foundations

• quality of rendering services to society : the extent to which the university/faculty/department is involved in feasibility studies/consultancies, extension work, spin-offs, strategic vision, participatory farmer’s education etc…

2. Effectiveness the extent to which the specific objectives have been achieved (the quality of the results)

3. Efficiency The relationship between the objectives and the means used to reach the objectives.

The degree to which the installed capacity (human/physical/financial) is used; goals/means ratio in human, physical and financial resources

Possible indicators of "efficiency" :

At the level of the project : the extent of flexibility in the programme implementation, e.g. reallocation of resources during implementation

4. Outcomes Not just actual but also (given time limitations) potential outcomes, looking at consultancy, policy advise, accreditation models, extension work, etc…

Possible indicators of "impact" :

• impact at the level of the private sector : the amount of money earned on the market • impact at policy level : the extent to which academics, involved in the IUC programme,

are called upon by the government for policy advice • impact at the level of the own university or other universities :

- renewed curriculum functions as example for other universities/departments - the new style of teaching has become a model for teaching (e.g. the systematic use

of teaching in combination with laboratory work) - the library has experienced a clear increase in number of visitors - -

5. Development relevance

the extent to which the project addresses immediate and significant problems of the community, looking at the amount of self-finance, demand from state and private actors, the level of transfer of know-how and technology

6. Sustainability Especially financial and institutional sustainability

Possible indicators of mutual interest :

• do the Flemish universities commit their own university funds to the programme, for instance by giving fellowships or by allowing academics to go to the field ?

• are Flemish academics personally committed? • are there joint research projects which are interesting both to the Northern and

Southern academics involved ? • do the partner universities also commit their own funds to the programme (matching

funds)?

The collaboration as a whole: management and related issues

A more elaborate indicative list of indicators to review the management and cooperation aspects of the partnership is provided to the external evaluators (annex 1: financial management). This list is


partly drawn from the TOR developed for the audits of the management of IUC partnerships, as well as the basic IUC concept and may still be modified during the contracting on mutual agreement due to new inputs from VLIR-UOS and/or suggestions by the consultants. More specifically, the following areas are among the issues to be reviewed:

• Overall assessment of the programme management (North and South) • System development (manuals, synergy approach, interim monitoring and reporting etc.) • Management issues related to actual implementation (financial information flow, procurement,

facilitation of visits etc.) • Financial management • Academic cooperation • PR and visibility • Synergy and coherence of the programme

Appendix Four: Logical Framework Analysis for Project 2: Civil and Structural Engineering

Project 2 Logical Framework Indicators (OVI) and targets Source of Information

(SOV) Assumptions

Overall Academic objective

To strengthen capacity for teaching, research and extension in the Department of Civil and Structural Engineering

1) Working research programmes in place

2) Networks with industry and other institutions in place

3) Capacity for teaching, research and extension improved

4) Staff trained or staff under training

5) Curricula BTech, Mphil reviewed and implemented

6) Collaboration between MU-K and the North in place

Overall Developmental objective

To contribute to improvement of the socio-economic welfare of the people of western Kenya

1) Active networks with collaborators/stakeholders in place

2) Locally relevant research and extension interventions

3) Specialised workshops/short courses

II. Specific Objectives (SO)

Specific Academic objective

A1.Review and implement academic programmes A1 1) M. Phil curricula in Structural and Water Engineering successfully reviewed and implemented

2) B. Tech curriculum successfully reviewed and implemented

School of Engineering reports to University Senate

1. There will be a timely approval of the programmes by Senate

2. Staff turnover will not be significant at both Project and Departmental level


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Indicators (OVI) and targets Source of Information (SOV)

Assumptions

3)Teaching aids and materials in place 3. The University will recruit the staff to be trained

A2. Development of human capacity through recruitment and academic and professional training

A2 1) Number of MSc staff recruited and trained

2) Number of PhD staff under training

1. Approved University Budgets

2. Periodic project reports

A3. Strengthened North-South cooperation in teaching and research A3 1) Number of staff and student exchanged

2) Number of North - South, South - North visits by professors/Lecturers and students

3) Number of joint research projects

Periodic project reports Continued good bilateral relationship

between Kenya and Belgium

A4. Investment in equipment and documentation to support teaching, research and extension.

A4 1) Number of existing equipment repaired and replaced

2) Public Health Laboratory accredited

3) Number of new books and journals in documentation unit


2. Certificate of accreditation

1. No adverse fluctuations in prices or currency values

2. Laws on accreditation remain favourable

Specific Developmental objective

D1. Develop and implement tailor made courses in close cooperation with stakeholders

D1 Number of tailor made courses conducted and number of participants

Report on activities undertaken

D2. Establishment / strengthening of networks with industry and other institutions (GOK, NGOs)

D2 Number of active links with industry and other institutions in place

Periodic project reports Stable socio-economic conditions in the country

D3. Set-up extension programmes in the fields of affordable housing and watershed management for awareness creation in the population

D3 1) Number of field days conducted 1) Report on activities undertaken

2) Number thematic bulletins published 2) Periodic project reports

III. Intermediate Results (IR)

(1) Research related IRs

IR 1 Research programme established in watershed management and research programme established in affordable housing

1.1 Report on baseline survey on water sources, quality, water harvesting, water use, demand and sanitation at the DSS

1. Reports on baseline studies

2. Proceedings of regional and international conferences

Staff turnover will not be significant at both Project and Departmental level

1.2 Report on baseline survey on hydrological studies of catchments


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Assumptions

1.3 Results obtained from field research with respect to hydrological studies in the selected areas

3. Refereed journals

1.4 Hydrological modelling of selected areas developed

1.5 Results of optimisation of water use for agriculture

1.6 Results of assessment of flooding and its causes

1.7 Report on baseline survey on affordable housing

1.8 Report on development of affordable prefab

1.9 Results of research on building blocks

(plain and reinforced)

(2) Capacity building related IRs

IR2 Updated and implemented curricula 2.1 Reports on the baseline surveys Reports of Moi University Senate

1. There will be a timely approval of the programmes by Senate

2. Staff turnover will not be significant at both Project and Departmental level

2.2 Reports on workshops

2.3 Reports on visits to stakeholders

2.4 Copies of draft curricula for approval process

2.5 Number of approved curricula

2.6 Teaching programmes actually running and the number of students enrolled

2.7 Number of Mphil students graduated

2.8 Number of staff pursuing PhD

IR3 Staff recruited and trained at Mphil level and under training at DPhil level

3.1 Report on needs analysis and list of gaps (personnel, expertise)

3.2 Number of staff recruited and trained or under training


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Assumptions

(3) Extension related IRs

IR4 Extension programmes in place in water and structural engineering

4.1 Number of bulletins, field days and visits 1. Report on activities undertaken


Stable socio-economic conditions in the country

Project 2 Achievements

Objective/IRs/Indicators Commentary

Specific Academic Objective/s

1) Review and implement academic programmes a) M. Phil curricula in Structural and Water

Engineering successfully reviewed and implemented

b) B. Tech curriculum successfully reviewed and implemented

c) Teaching aids and materials in place

As the more detailed review of the interim results illustrates, this objective has been successfully achieved in large part. While the M.Phil. programmes have been reviewed, there are also plans to do a more significant review of these during AP2011. Project 2 was the only project to provide significant evidence of teaching and learning materials being place, which is encouraging regarding the academic ethos of those programmes.

2) Development of human capacity through recruitment and academic and professional training a) Number of MSc staff recruited and trained b) Number of PhD staff under training

This objective has been successfully achieved, with Departmental capacity development looking to be one of the long-standing contributions of the project to Moi University. Details are provided in analysis of the interim results below. To sustain this success, it will be important for Phase II to focus strongly on recruitment of staff in Ph.D programmes, as well as their successful completion of those programmes. It is a problem, though, that the indicators for this result do not specify actual targets (i.e. the targeted numbers of graduates). This should be rectified during the design of the Phase II project.

3) Strengthened North-South cooperation in teaching and research a) Number of staff and students exchanged b) Number of North-South, South-North visits by

professors, lecturers, and students c) Number of joint research projects

There is quite significant evidence of research activity in the project, with research work being done in flood management, use of water in agriculture, low-cost housing, and different types of concrete, amongst others. Details of research papers and publications produced are contained in Appendix Eleven. While there is good evidence of staff and students exchanges between the North and South, there is limited evidence of joint research projects at this stage (which should not necessarily be seen as problematic, given the somewhat divergent requirements for research in this field between south and north). The key concern is the extent to which senior academic staff in the south are currently overloaded with teaching and administrative activities, a problem exacerbated by the fact that the MU-K Programme Coordinator is a senior academic from this project. This is


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limiting the publication of excellent papers, a problem that needs to be resolved during Phase II if the project is to achieve its goal of establishing the Department as a Centre of Excellence in Civil and Structural Engineering.

4) Investment in equipment and documentation to support teaching, research and extension a) Number of existing equipment repaired and

replaced b) Public Health Laboratory accredited c) Number of new books and journals in

documentation unit

This investment appears to have been made successfully, with evidence existing of documentation to support various academic pursuits and some equipment having been purchased. Details of equipment purchases are presented in Appendix Thirteen.

Specific Developmental Objective/s

1) Develop and implement tailor made courses in close cooperation with stakeholders a) Number of tailor made courses conducted

and number of participants

The main developmental achievements appear to have taken place through the research activities of the project, for example in the work on flood management being undertaken and in the partnership with Bamburi Cement (which, for example, supports an annual conference in partnership with the Department). However, additional specific extension results appear to have been limited in scope and achievement, with the exception of the active links with industry and other institutions. This is not necessarily a problem, but suggests that it may be advisable to drop extension activities as a separate result area and rather focus on ensuring that community engagement and extension work are active components of the core work of research and education. This seems in line with the vision of Moi University and with the broader developmental objectives of the MU-K programmes as a whole, which sees Moi University as a developmentally-focused university in Western Kenya.

2) Establishment / strengthening of networks with industry and other institutions (GOK, NGOs) a) Number of active links with industry and

other institutions in place

3) Set-up extension programmes in the fields of affordable housing and watershed management for awareness creation in the population a) Number of field days conducted b) Number of thematic bulletins published

Intermediate Results

1) Research programme established in watershed management and research programme established in affordable housing a) Report on baseline survey on water sources,

quality, water harvesting, water use, demand and sanitation at the DSS

The self-assessment report for the project indicates significant success achieved in this result, although some of the items are still in progress (not, in itself, a problem, given that Phase I is not yet complete). Baseline survey reports were produced, and copies of the reports shared with the EC. Although a thorough review of these is beyond the scope of this review, a cursory review suggests that the reports were well done and complete much useful information. Two M.Sc. and one Ph.D. research project proposals have apparently been approved from this work, which is encouraging in terms of research output for the future. A possible matter for concern is that several


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b) Report on baseline survey on hydrological studies of catchments

c) Results obtained from field research with respect to hydrological studies in the selected areas

d) Hydrological modelling of selected areas developed

e) Results of optimisation of water use for agriculture

f) Results of assessment of flooding and its causes

g) Report on baseline survey on affordable housing

h) Report on development of affordable prefab i) Results of research on building blocks (plain

and reinforced)

of the items listed to the left (which are now re-phrased in different, but certainly still acceptable, terms in the self-assessment report) are due for completion in AP2011, which implies a significant workload for this next 12-month period.

2) Updated and implemented curricula a) Reports on the baseline surveys b) Reports on workshops c) Reports on visits to stakeholders d) Copies of draft curricula for approval process e) Teaching programmes actually running and

the number of students enrolled f) Number of Mphil students graduated g) Number of staff pursuing PhD

Again, good progress has been made in completing this interim result. Minor reviews have been completed of two M. Phil. Programmes. Major reviews are planned for AP2011, which will include visits to key stakeholders, curriculum review workshops, and the normal university approval processes. It is expected that the revised programmes will start to make greater use of e-learning, which provides potentially good linkages with Project 7. The M.Phil reviews also led to analysis of the undergraduate feeder programmes, which were determined not to be producing the quality of graduate needed for Master’s level studies. This resulted in investment in reviewing the Bachelor’s programme as well. These programmes are now attracting students from other universities, particularly because of the strong emphasis they place on industry attachments. Consideration is now also being given to the possibility of designing a Ph.D. programme, as not all students wishing to pursue doctoral-level studies are able to travel for this purpose. However, this may over-burden already fully occupied faculty members, so careful consideration will need to be given to this before proceeding.

Good progress has been made in graduating M.Phil students. Seven graduate assistants have been recruited into the Master’s Programme, four of whom completed their studies in 2010. The M.Phil. programmes are now over-subscribed (six students enrolled in Structural Engineering and ten in Water Engineering, compared with a target


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of five per programme), which is partially attributable to the tuition waivers in the university for these programmes. There will be a need to limit these enrolments in future, because of the additional burden they place on faculty. Of the 23 academic staff in the Faculty, six are pursuing PhDs, some but not all of whom are funded through the VLIR-UOS IUC.

3) Staff recruited and trained at Mphil level and under training at DPhil level a) Report on needs analysis and list of gaps

(personnel, expertise) b) Number of staff recruited and trained or

under training

As reported in the previous item, significant success has been achieved in recruiting and training staff through the M.Phil. programmes, many of whom are expected to be able to continue their studies to doctoral level (both through the VLIR-UOS IUC and other channels). One Ph.D. student studying in South Africa is expected to return imminently, while others are also busy with their doctoral studies. If the project continues into Phase II, it seems clear that it will leave the Department significantly stronger in terms of capacity. It is expected that this capacity will help to relieve senior staff of some of their teaching burden, especially at undergraduate and Master’s level, in order to free them up to do more research work. This should be actively encouraged and carefully monitored during Phase II.

4) Extension programmes in place in water and structural engineering a) Number of bulletins, field days and visits

The self-assessment reports indicate some successes in extension activities, in terms of running yearly workshops and producing some brochures. The Department has also established good working relationships with some of its external stakeholders, such as Bamburi Cement and Eldoret Water and Sanitation. However, the main value to the community is coming from the research activities and production of better qualified postgraduate students, which will hopefully contribute to socio-economic development in Western Kenya. Given the centrality of community extension and development to both the research and education activities, it is unclear why there is a separate focus on Extension Activities.


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Appendix Five: Logical Framework Analysis for Project 3: Agriculture and Biotechnology

Project 3 Logical Framework Indicators (OVI) and targets Source of Information (SOV) Assumptions


To strengthen the research based teaching capacity of the School of Agriculture and Biotechnology of MOI University to develop agricultural and food technologies that improve the livelihoods of farmer communities in Western Kenya

Overall Developmental objective

To assure food security in rural areas of Western Kenya by improving yields, nutritional quality of the produce and increased income by diversified cropping systems

Specific Objectives


To update the knowledge base to design more adapted cropping systems leading to better income, enhanced food quality and higher yields while preserving the resource base

A1 By 2012, SAB scientists have designed at least one more adapted cropping system for each target area that leads to higher income, improved food nutritional quality without negative effects on the resource base.

Project reports, MoA reports, at least 20 publications in peer reviewed journals, the respective MSc and PhD theses

Political and financial support for agricultural research is sustained in Kenya


To develop an effective framework for interaction between stakeholders and to facilitate agricultural technology transfer

D1 By 2012, at least 20% of the farmers in the target areas use the adapted technologies and have acquired higher income and better nutritional status

MoA reports, MoH reports, District Development Office reports

Linkages among research and development stakeholders maintained D2 By 2012, the stakeholders platform develops action plans for the following five years

with follow up activities The actual Action Plans of the stakeholders platform



IR 1 Baseline data constraining agricultural production in the target areas (Teso, Siaya,

1.1. By 2008, three target areas are sampled and characterized for soil quality, food Project reports, MoA reports, at least one publication in peer

Talented and motivated MSc ad


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Indicators (OVI) and targets Source of Information (SOV) Assumptions

Webuye) are collected nutritional patterns and germplasm reviewed journal PhD students are found to carry out their research within the project. Cooperation of all stakeholders involved in the programme is continued.

1.2. By 2008, socio-economic feasibility studies are completed on at least 3 promising alternative crops (e.g. Nerica rice, cotton, soybean, millet…)

Project reports, MoA reports, at least one publication in peer-reviewed journal

1.3. By mid-2008 target sites are characterized socio-economically and agronomically by interview visits


IR 2 Effects of improved cropping systems on economic returns and soil quality are quantified

2.1. By the end of the LR2008, screening of locally collected and new germplasm is done in at least 6 sites of the three target areas.

Project reports, MoA reports

2.2. At least 6 trials are installed in the three target areas, designed together with the farmers, at the start of the SR2008


2.3. At least one on-station LT trial is installed at the onset of the SR2008, with a range of different cropping systems


2.4. Annually, data on crop performance, economic returns are collected in the 6 on-farm trials


2.5. By 2012, soil quality changes in the 6 on-farm trials are measured Project reports, MoA reports, at least one publication in peer-reviewed journal

2.6. Annually, data on crop performance, economic returns and soil quality are collected in the LT-trial


IR 3 Effects of more diversified food sources and modes of preparation on nutritional status of selected households are determined

3.1. By 2010, three novel food products are formulated from the target food crops and tested for acceptability

Project reports, Ministry of Health reports, the products themselves

3.2. By 2011, formulated food trials are ongoing in 40 households in each target area Project reports, Ministry of Health reports

IR 4 Techniques to improve, multiply and preserve germplasm of target crops are identified and applied

4.1. By the start of the LR2008 at least 10 accessions of each possible alternative crop are characterized morphologically

Project reports, MoA reports, national variety lists

4.2. By the start of the LR2009 at least 10 accessions of each possible alternative crop are characterized by molecular methods

Project reports, MoA reports, national variety lists


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4.3. By 2010 at least 3 improved protocols for on-farm seed handling are developed in participation with farmers

Project reports, MoA reports, extension leaflets


IR 5 Curricula in selected areas are reviewed and/or developed to meet stakeholders' needs

5.1. By mid-2008 stakeholders views on 6 existing and 2 newly proposed curricula are collected and synthesized

Review paper on SAB curricula Stakeholders find sufficient reason for responding to the invitation to review. 5.2. Final draft of revised curricula are submitted for approval by the end of 2008 Final drafts available

IR 6

Staff development at different levels and disciplines is achieved through degree and non-degree related training

6.1. By 2012 four MU staff are trained at MSc level in areas of Soil Science, Crop Protection, Animal Breeding and Biotechnology

Four MSc theses and associated peer reviewed papers (at least 4; one per thesis); university records

Suitable candidates found and accepted at respective universities Supervisors are found that are prepared to take up studentsStudents complete their studies once started in the time allocated.

6.2. By 2012, three MU staff are trained at PhD level (Soil Science, Biotechnology, Food Science and Nutrition) (sandwich fellowships)

Three PhD theses from Flemish Universities and the associated peer reviewed papers (at least 6; 2 per thesis); university records

6.3. By 2012 two MU staff are trained at PhD level (Seed Science, Socio-Economics) (locally) Two PhD theses from Moi University and associated peer reviewed papers (at least 4; 2 per thesis); university records

6.4. By 2012, four MU technical staff are trained at diploma level in equipment maintenance, molecular techniques, laboratory techniques, dietetics

Four diplomas

IR7 Teaching and research environment of the SAB at Moi University is upgraded

7.1. In total Kenyan team members will execute ten visits of maximum two weeks to Flanders; the PL anticipates an annual visit to MU; two Flemish team members will visit MU three times (11 visits in total)

Trip reports of the staff, courses taught at MU

Renovations will not encounter unforeseen problems Procurement procedures will not be delayed

7.2. By the end of 2008 laboratory facilities at the SAB are renovated (electricity, benches, water, drainage)

Renovated labs

7.3. By the end of 2009 laboratory facilities at the SAB are upgraded by acquisition of new lab equipment and repairing and maintaining existing equipment

New equipment in the MU inventory

7.4. By mid-2009 teaching materials to improve the learning environment are acquired (LCD projector, digital camera)

New equipment in the MU inventory

7.5. By the end of 2007 five computers, accessories, software and licenses are acquired New equipment in the MU


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inventory

(3) Extension related IRs

IR8 Framework for interaction between stakeholders is made operational

8.1. By the end of 2011 at least 3 extension leaflets are ready for dissemination Extension leaflets

8.2. Annually (starting mid- 2008) a stakeholders workshop is organized to sensitize and to review progress

Annual stakeholder meeting reports

8.3. Annually a field visit is organized to demonstrate on-farm seed handling techniques in one of the three target areas

Annual field visit reports




1) To update the knowledge base to design more adapted cropping systems leading to better income, enhanced food quality and higher yields while preserving the resource base: a) By 2012, SAB scientists have designed at least

one more adapted cropping system for each target area that leads to higher income, improved food nutritional quality without negative effects on the resource base.

Sources of verification were supposed to include Project reports, Ministry of Agriculture reports, at least 20 publications in peer-reviewed journals, the respective MSc and PhD theses. From the Annual Programme Reports as well as discussions with academic staff and students, it is reported that projects are still in the experimental stages. Although this activity still has one year to run and experimental sites have been set up in each target area and carried out some useful researches on soils and crops, there is no strong indication that this objective will be fully achieved within the period as none of the verification sources could be proved on the ground. With regard to publications, for example, one article was to be submitted to a refereed journal and is still under review. Some Masters students have submitted their theses, which are due for examination, while PhDs will be completing their studies early next year during which time their dissertations will be available.


1) To develop an effective framework for interaction between stakeholders and to facilitate agricultural technology transfer a) By 2012, at least 20% of the farmers in the

target areas use the adapted technologies and have acquired higher income and better nutritional status

Based on the Annual Reports, discussions with staff and students, and visits to Kenya Agricultural Institute (KARI) at Kakamega and Mabanga Farmers’ Training Centre and selected farmers where agro-economic trials are being carried, out some good progress has been made. Successful trials have been done on a number of crops, especially maize, cotton, mulberry, and soybean. Dissemination of information on the experiments has been done through workshops, field days, and the annual agricultural shows in the region. From the soybean trial in particular, there is a booklet and brochures which have been disseminated to farmers and other stakeholders. What was not clear to the evaluators, however, was whether there was an established stakeholders’ platform and if they were


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b) By 2012, the stakeholders platform develops action plans for the following five years with follow up activities

engaged in developing actual Action Plans. There is also no indication of the progress in this activity in the Annual Reports beyond some mention that research projects are still in the experimental stages and that it is an ongoing activity.


1) Baseline data constraining agricultural production in the target areas (Teso, Siaya, Webuye) are collected a) By 2008, three target areas are sampled and

characterized for soil quality, food nutritional patterns and germplasm

b) By 2008, socio-economic feasibility studies are completed on at least 3 promising alternative crops (e.g. Nerica rice, cotton, soybean, millet…)

c) By mid-2008 target sites are characterized socio-economically and agronomically by interview visits

A baseline survey is said to have been carried out on soil samples and crops, as well as appropriate technologies in collaboration with Textile Engineering, although the actual report of the survey was not availed to the EC. On the basis of the baseline survey, three target areas were sampled and characterized and germplasms on soybean, cotton, and mulberry were collected. A report for sampling of the sites was said to be available and from it a paper was written and submitted to the Experimental Agricultural Journal in 2009.

From the annual reports and discussions with academic staff and students, it was not clear if feasibility studies had yet been completed, because, by late 2010, studies on soybean, cotton, and mulberry were said to be ongoing. The target sites had however, been selected on a socio-economic and agronomic basis in the districts of Bungoma, Siaya and Teso. While the annual report indicated availability of the reports, they were not seen by the evaluators.

2) Effects of improved cropping systems on economic returns and soil quality are quantified a) By the end of the LR2008, screening of locally

collected and new germplasm is done in at least 6 sites of the three target areas.

b) At least 6 trials are installed in the three target areas, designed together with the farmers, at the start of the SR2008

c) At least one on-station LT trial is installed at the onset of the SR2008, with a range of different cropping systems

d) Annually, data on crop performance, economic returns are collected in the 6 on-

This activity involved collecting and documenting data on farming conditions and agronomic trials on soybeans on four sites and on mulberry on one site. This is stated to have been completed. Three soil fertility, on-farm trials were ongoing at Sega, Bokoli and Teso sites currently in the fifth season with continuous collection of yields and soils data, although it is not quite clear how farmers were involved in the design. From one of the farm sites visited, it was apparent that the farmers’ major contribution was one of providing part of their farms for trials from which they learnt the importance of certain farming techniques. With regard to on-station trials, a soil fertility experiment commenced at Mabanga Agricultural Centre in 2009 during the long rain season (LR). Four seasons were completed and harvested, namely: maize monocrop in 2009 LRs, soybeans rotation in 2009 SRs, maize monocrop in 2010 LRs and soybeans rotation in 2010 during the short rains (SRs). As for soil characterization on the farmers’ three sites, laboratory analyses were completed, although yields and soil data is continually being collected and analysed in Belgium by a Ph.D. student on a sandwich programme. Crop performance is to be determined on three test crops, soybean, cotton, and mulberry. While, based on the site visits and discussions, these activities appear impressive, there is not much documentation of the completed


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farm trials e) By 2012, soil quality changes in the 6 on-farm

trials are measured f) Annually, data on crop performance,

economic returns and soil quality are collected in the LT-trial

activities in the form of reports and brochures to inform interested stakeholders. This is a significant omission, as the midterm evaluation coincided with the dry season during which there are limited farm activities in the western region and hence there was little or no farm activity to see. Lack of documentation makes it difficult not only to verify the progress of the activities, but could also contribute to a loss of valuable information.

3) Effects of more diversified food sources and modes of preparation on nutritional status of selected households are determined a) By 2010, three novel food products are

formulated from the target food crops and tested for acceptability

b) By 2011, formulated food trials are ongoing in 40 households in each target area

Soya millet mandazi, soya porridge, soya chapatti, and soya bread were formulated, their nutritional value tested, microbial assays done, and acceptability tests completed in the target areas by staff and students. Initial demonstrations were carried out in April, 2010. Products were also demonstrated at the KARI Kakamega field day in June 2010, as well as at the annual agricultural show, during which soybean booklet and brochures were circulated. This soy bean experiment received wide interest from the participants. It is reported that formulated food trials in households in the target area are expected to start during 2011, following the return of a Ph.D. student currently in South Africa.

4) Techniques to improve, multiply and preserve germplasm of target crops are identified and applied a) By the start of the LR2008 at least 10

accessions of each possible alternative crop are characterized morphologically

b) By the start of the LR2009 at least 10 accessions of each possible alternative crop are characterized by molecular methods

c) By 2010 at least 3 improved protocols for on-farm seed handling are developed in participation with farmers

Research on much of these activities is still in progress as three crops – mulberry, cotton, and soybean – continue to be characterized for morphological agronomic markers. Molecular characterization of mulberry, mung bean, and soybean are about to be concluded by two M.Sc. students at MU-K, while molecular characterization of cotton is still ongoing with one M.Sc and one PhD student. It is said that protocols for cotton and soy bean seed handling are being developed, although it is not clear from the annual report whether the process is being undertaken with the participation of farmers.

5) Curricula in selected areas are reviewed and/or developed to meet stakeholders' needs a) By mid-2008 stakeholders views on 6 existing

and 2 newly proposed curricula are collected and synthesized

Before the revision of curricula, several workshops were held with different stakeholders, including farmers, to get views on their needs which could be incorporated in the new and revised degree programmes. This was particularly important because student enrolments in SAB had been declining seriously. Following the workshops, several curricula were revised at Mabanga from B.Sc. through to Ph.D. level, some of which await approval by the University Senate. Approval by the senate often takes a long time, as approval was expected to have been done by


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b) Final draft of revised curricula are submitted for approval by the end of 2008

2008. The following curricula were revised:

1) Doctor of Philosophy in Soil Science 2) Doctor of Philosophy in Seed science 3) Master of Science in Soil Science 4) Master of Science in Crop Protection 5) Bachelor of Science in Horticultural Science and Management 6) Bachelor of Science in Agricultural Biosystems and Management 7) Bachelor of Science Apparel and Fashion Technology

Various new curricula were developed and discussed at Mabanga:

1) Department of Animal Science a) Master of Science in Animal Production b) Master of Science in Animal Nutrition c) Master of Science in Dairy Production d) Master of Science in Meat Production

2) Department of Family and Consumer Sciences a) Master of Science in Community Nutrition b) BSc. in Food Science and Nutrition (Changes incorporated, approved and implemented in existing one)

The evaluation team was informed that curriculum revision and new programmes have boosted student enrolment from around 100 to over 1,000.

8) Staff development at different levels and disciplines is achieved through degree and non-degree related training a) By 2012 four MU-K staff are trained at MSc

level in areas of Soil Science, Crop Protection, Animal Breeding and Biotechnology

b) By 2012, three MU-K staff are trained at PhD level (Soil Science, Biotechnology, Food

Capacity building is one of the key components of the MU-K IUC programme, in order to strengthen research-based teaching which can improve agricultural and food techniques of farming communities in the region. However, the project initially encountered problems with regard to recruitment of staff at the university level, with the result that a lot of time was spent identifying and interviewing suitable candidates. The training of non-teaching staff to acquire special technical skills was also delayed. Despite these problems, between 2007 and 2010, three M.Sc. students completed their studies in record time. Three Ph.D. students are continuing with their studies on a sandwich basis: two in Belgium who are expected to complete early in 2012, and one in South Africa who has already submitted her thesis. In preparation for their Ph.D., two students have submitted their M.Phil.


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Science and Nutrition) (sandwich fellowships) c) By 2012 two MU-K staff are trained at PhD

level (Seed Science, Socio-Economics) (locally) d) By 2012, four MU-K technical staff are trained

at diploma level in equipment maintenance, molecular techniques, laboratory techniques, dietetics

dissertations and one is in progress. They are all studying locally. Five technical staff who were selected are progressing well, some at diploma level.

9) Teaching and research environment of the SAB at Moi University is upgraded a) In total Kenyan team members will execute

ten visits of maximum two weeks to Flanders; the PL anticipates an annual visit to MU-K; two Flemish team members will visit MU-K three times (11 visits in total)

b) By the end of 2008 laboratory facilities at the SAB are renovated (electricity, benches, water, drainage)

c) By the end of 2009 laboratory facilities at the SAB are upgraded by acquisition of new lab equipment and repairing and maintaining existing equipment

d) By mid-2009 teaching materials to improve the learning environment are acquired (LCD projector, digital camera)

e) By the end of 2007 five computers, accessories, software and licenses are acquired

As part of strengthening the teaching and research environment, academic staff exchanges have been in progress, which also enhance research through student supervision and teaching. Eleven visits were estimated for execution. With regard to equipment procurement, there was a delay due to the diversion of funds to field activities, especially to maintain quality data by ensuring that the necessary field activities were carried out during the right seasons and because of problems caused by rigid VLIR-UOS rules and regulations and MU-K procurement procedures. Nevertheless, there was renovation in the Soil Science laboratory and the Food Science and Nutrition laboratory and the construction of the Soil Science Department green house. In terms of equipment, a flame photometer was purchased for soil science, equipment for dietary survey, digital camera, video camera, a vehicle for field work, projectors and printers, eight desktop computers, and 3 laptops.

10) Framework for interaction between stakeholders is made operational a) By the end of 2011 at least 3 extension

leaflets are ready for dissemination b) Annually (starting mid- 2008) a stakeholders

As has already been pointed out, brochures and pamphlets and posters on soy bean products and their benefits in the diet have been produced and disseminated in the target areas. It was however, not clear if the proposed annual workshops have ever been undertaken, although one was planned for February 2011. The proposed annual field visit to demonstrate on-farm seed handling techniques has not been executed.


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workshop is organized to sensitize and to review progress

c) Annually a field visit is organized to demonstrate on-farm seed handling techniques in one of the three target areas


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Appendix Six: Logical Framework Analysis for Project 4: Health Sciences


Overall Objectives

Contribution towards achievement of the Millennium Development Goals in Western Kenya communities.

MDG 4, 5, & 6 Statistical Data at all levels compiled

Capacity, research and extension in health sciences strengthened.

II. Specific Objectives (SO)

Capacity, research and extension in health sciences strengthened.

A1 More people reach quality health care Health facilities

School of Medicine and School of Public Health

Records in Dean’s office, internet

Ministry of health commitment to realization of its strategic plan

Government will give funds for infrastructure equipment and supplies

Community receptive for interventions

Intersectoral action (housing, sanitation, employment, …) towards realization of MDGs

A2 Number of programmes developed

A3 Qualitative and Quantitative audit

A4 Number of graduates

A5 Number of papers at conferences or published reports

III. Intermediate Results (IR)


IR 1 Improved capacity in Family Medicine National Family Medicine policy written Policy document

Records in SOM

Curriculum passed by Senate

Goodwill from government and other stakeholders. MU establishes more positions for department of Family Medicine. Students will enrol. Ministry of Health will support students

New teaching sites opened

Number of graduates to 5 a year

Collaborative research started

Family Medicine introduced in undergraduate curriculum

IR 2 Improved capacity in Reproductive Health M.Med RH curriculum developed Curriculum approved by Senate AMPATH open to cooperate with HPV/HIV research

Quality of care standards in RH formulated Policy document


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Sub speciality training of 2 lecturers Documentation in School of Medicine The Ethical Committee will give a timely clearance for the research

Strategic planning for research in HPV/HIV Documentation in School of Medicine

2 nurses trained in reproductive health Department of Nursing

IR 3 Improved capacity in training and research 2 MSc. In Medical Microbiology Records in programme support unit University will release students and staff

1 PhD in Epidemiology

1 PhD in Family Medicine

Number of student and staff exchange

IR 4 Demographic Surveillance Systems Community entry carried out Results in Webuye & PSU Community receptive

MoH will incorporate the findings in their planning

Webuye office set up

Site mapping carried out

DSS data base created

IR 5 Quality Assurance Staff at Webuye are trained in QA PSU

Webuye Hospital

Webuye Hospital will support the programme

Clinical audits teams created at Webuye

ICD10 and electric register introduced in Webuye



Specific Objective/s

1) Capacity, research and extension in health sciences strengthened a) More people reach quality health care b) Number of programmes developed c) Qualitative and quantitative audit d) Number of graduates e) Number of papers at conferences or

The project was designed to strengthen capacity in the field of family medicine and reproductive health through training and research. From the annual reports and an interview with the Webuye Medical Superintendent, academic staff undertook the training of nine postgraduate students and medical staff at the hospital in family medicine and reproductive health. The Medical Superintendent is said to be one of the graduates of the training. The hospital expressed its appreciation of work done by MU-K and students in training and in its outreach clinics and during open health days. The project also carried out an assessment of the quality of diagnosis of pre-clampsia. It is difficult to assess the number of people who have benefited from quality healthcare as a result of


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published reports trained staff. A new programme in M.Med. in reproductive health was developed. A fact sheet was published from the project, as well as two conference papers. One paper has been submitted for publication.


1) Improved capacity in Family Medicine a) National Family Medicine policy written b) New teaching sites opened c) Number of graduates to 5 a year d) Collaborative research started e) Family Medicine introduced in undergraduate

curriculum

In family medicine, a Family Medicine Policy paper was prepared and accepted by the Ministry of Medical Services. The evaluation team was not however, availed a copy of the policy paper. Three new teaching sites have been opened at Kangundo, Iten, and Kijabe. It is a little unclear why the Kangundo and Kijabe sites were opened, as they are very far from the project area. Three students graduated in 2008, six in 2009, and five in 2011. The project has collaborated with USAID, Maasstricht, and Duke Universities and the Indepth Network, which supported training in preparation of starting verbal autopsy, mapping of retail medicine outlets in Webuye DSS, and data management. Three undergraduate courses are planned to be taught by the Department of Family Medicine.

2) Improved capacity in Reproductive Health a) M.Med RH curriculum developed b) Quality of care standards in RH formulated c) Sub speciality training of 2 lecturers d) Strategic planning for research in HPV/HIV e) 2 nurses trained in reproductive health

In reproductive health, a curriculum was developed, approved, and advertised to commence in 2011. The quality of care standards in RH was moved to IR5, although there seems to be no reason stated for doing so. Sub-speciality training was not carried out because there was no gynaecologist with training in sub-specialities, as candidates considered were found not to be eligible according to age restrictions from the Northern counterparts.. The training of two nurses in RH was based on the assumption that they already had Ph.Ds. Since there was none at the start of the project, one nurse is now training in South Africa. Research in the area of HPV/HIV was narrowed down to HPV/cervical cancer. Research will be implemented through Ph.D. research projects. Ph.D. proposals have been prepared for further registration purpose.

3) Improved capacity in training and research a) 2 MSc. In Medical Microbiology b) 1 PhD in Epidemiology c) 1 PhD in Family Medicine d) Number of student and staff exchange

Regarding improved capacity in training and research, one M.Sc. student is training at the University of Nairobi, although it is not clear why there are not two as proposed. One Ph.D. student has completed studies at Jomo Kenyatta University of Agriculture and Technology. One M.Ph. student submitted a thesis in epidemiology. One Ph.D. student in family medicine studying at Ghent seems to experiencing problems in his studies due to misunderstandings between the Northern and Southern project leaders on the concept of the discipline. In terms of student exchange, while five Northern students visited MU-K, local students are not able to visit Northern universities because the project does not support undergraduate students. A collaborative project was set up between a northern and a southern student, involving a research project regarding HPV prevention and cervical cancer which will be implemented in Phase II (should that Phase proceed). To this end, external funds were found to sponsor the expenses of the northern PhD student. Furthermore, another southern PhD student in the field of


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OB/GYN was identified and taken on board on the reproductive health team within the health project.

4) Demographic Surveillance System a) Community entry carried out b) Webuye office set up c) Site mapping carried out d) DSS data base created

The Demographic Surveillance System (DSS) was set up and a lot of data has been collected from the community and a Demographic Surveillance Area mapped. In addition, the Webuye DSS office has been established. A new building was constructed to house the DSS with funds from other sources. MU-K recognizes the importance of the office, as it has employed full-time staff, who are paid from university funds. An open source technology database was created, although data has yet to be analysed partly due to very serious differences as to the purpose and functioning of the data base between the Southern and Northern team leaders. Efforts to amicably resolve these differences have not yet been successful. The project is also not able to train and retain staff due to a low operational budget.

5) Quality Assurance a) Staff at Webuye are trained in QA b) Clinical audits teams created at Webuye c) ICD10 and electric register introduced in

Webuye

The project has also attempted to put Quality Assurance mechanisms in place at the Webuye District Hospital. Staff were trained and tools developed and tested and the system handed over to Webuye Hospital. Clinical audit teams were also created. The hospital is making preparations to start an electronic register.


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Appendix Seven: Logical Framework Analysis for Project 5: Textiles



To contribute towards improvement of the social-economic welfare of the population in Western Kenya through education and capacity enhancement for textile research and extension

Specific Objectives


To develop a sustainable centre of textile expertise


To increase capacity, productivity and development in the textile industry

To develop and implement a knowledge exchange system.



IR 1 Improved teaching, research capacity & teaching facilities

1.1. The existing curriculum reviewed in July & August of AP 2007

Curriculum development documents

Relevant VLIR-UOS Project Reports

Written reports on views collected from stakeholders

Reports on consultative meeting proceedings

Student enrolment records

Programme enrolment records

Master’s and doctoral theses, publications, and certificates

Moi University training records

Cooperation from all stakeholders, That the developed programmes will be popular, Availability of trainable staff, Staff identified for training will successfully complete their programmes

1.2. A Masters curriculum programme developed in Sep & Oct of AP 2007

1.3. At least 3 curricula programmes developed in AP 2009

1.4. 1 PhD trained in AP2008-20011, 1MSc trained in AP 2009-2010

1.5. 3 PhD holders trained in the recycling programme in AP 2008, 2010 & 2011; 2Professors from north participate in staff exchange& coordination visits in AP 2007-2011


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1.6. 2 technical staff trained in the second phase of the project

1.7. 1 support staff trained in the second phase of the project

IR 2 Established commercially sustainable accredited laboratory for research & development and industrial support

2.1. At least four (4) testing lines upgraded July-Dec AP 2007 Project reports

2.2. ICT infrastructure: teaching materials acquired in AP 2007 Project reports

IR 3 New/Improved fibre-based products (fibres, by-products, medical; textiles & construction textiles)

3.1. At least 50 stakeholders contacted between November 2007 - January 2008; At least 6 Research proposals developed in AP 2007.

Project reports

3.2. At least 5 Publications published in AP 2008-2011 Lab reports, Publications, conference/workshop proceedings

3.3 At least 3 Publications published in AP 2008-2010 Lab reports, Publications, conference/workshop proceedings



IR 4 Enhanced extension & linkages (training, dissemination & exploitation)

4.1 Attendance to at least two conferences/workshops in AP 2010-2011

conference / workshop proceedings

4.2 Attendance to at least two conferences/workshops in AP 2010-2011

conference / workshop proceedings

IR 5 Improved collaboration with the industry 5.1 Alumni network established in AP 2009 project reports

5.2 Tracer studies mounted in AP 2011 project reports



Specific Academic Objective

1) To develop a sustainable centre of textile expertise

Important initial progress has been registered in this regard, primarily in the form of the overhauled undergraduate curriculum which has helped to save a programme that was on the verge of closure. Locating the


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Department at REAL provides excellent opportunities for growth of a centre of excellence, as does the successful establishment of a research and testing laboratory (discussed in more detail below). However, there is still significant work to be done, particularly in increasing the level of capacity-building activity at the doctoral level and in commencing a proper programme of research. The Department has begun offering its services in response to requests for testing (for example, for Kenya Airways) and hopes to sell testing services to the Kenya Bureau of Standards. To achieve this, though, it will be essential have the research laboratory properly accredited and ISO-registered.

Specific Developmental Objectives

1) To increase capacity, productivity and development in the textile industry

The resuscitation of the undergraduate degree programme and creation of a Master’s programme (both described below) are important contributions to this developmental objective. Likewise, the location of the Department at REAL offers unique opportunities for capacity-building and this is significantly augmented by the establishment of the research and testing laboratory. A risk in this objective though is that success ultimately depends on a broader-based re-growth of the textile industry in Kenya as a whole. Although government is apparently committed to this, it seems unclear whether or not revival of this industry is realistically possible at this stage (although there are some encouraging signs in this regard).

2) To develop and implement a knowledge exchange system.

There is no reference to this in any substantive form in the plans or reports of the project, so it is unclear both what is intended by a knowledge exchange system, how it would work in practice, or what progress has been made in its implementation.


1) Improved teaching, research capacity & teaching facilities: a) The existing curriculum reviewed in July &

August of AP 2007; b) A Masters curriculum programme developed

in Sep & Oct of AP 2007; c) At least 3 curricula programmes developed in

AP 2009; d) 1 PhD trained in AP2008-20011, 1MSc trained

in AP 2009-2010;

There have been some achievements in relation to this result, but not all of its elements are yet successfully achieved. The undergraduate programme has been successfully reviewed, through a process which has complied with the Moi University policy requirements (and which included stakeholder engagements, curriculum review workshops, and Senate approval). The new programme benefits significantly from the acquisition of the Rivatex company, which now provides opportunities for students to participate in four practical sessions. Signs of success for a programme that was previously on the verge of closure due to lack of student interest is that annual enrolment has increased from 20 students at project inception to 32 students currently. In addition, due to increased demand, it has been possible to raise the entrance requirements, so that the programme is no longer seen by students as a gateway to other engineering programmes.


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e) 3 PhD holders trained in the recycling programme in AP 2008, 2010 & 2011;

f) 2 Professors from north participate in staff exchange& coordination visits in AP 2007-2011;

g) 2 technical staff trained in the second phase of the project;

h) 1 support staff trained in the second phase of the project.

In addition, it has been possible to design a new Master’s programme, which currently has four students enrolled in their second year of study. These students were enrolled through a tuition waiver agreement as part of the VLIR-UOS IUC agreement. However, when this tuition waiver lapsed, no new students enrolled, so there are clearly challenges in ensuring a sustainable intake for the new programme. The Department is currently exploring ways to reduce the costs of tuition for students through international collaboration and government partnerships, as well as possible sponsorships from the private sector.

Plans for the Ph.D. training have not progressed as well. The original plan had been to place students in Belgium for nine months of the year, with the balance of three months spent in Eldoret (a plan that was approved in the first annual plan), but confusion about the time available for residencies under VLIR-UOS rules delayed the research plans of the Ph.D. programme (as they required access to equipment only available in Belgium). One person is currently doing a Ph.D. at Ghent, but this person has a background in agriculture not textiles and is pursuing a Ph.D. in chemical engineering, which is not ideal. However, this was the only person who met all of the eligibility criteria for studies. Further Ph.D. progress is expected in AP2011.

No information was supplied on technical and support staff training, so it is unclear whether or not this has been implemented.

2) Established commercially sustainable accredited laboratory for research & development and industrial support: a) At least four (4) testing lines upgraded July-

Dec AP 2007; b) ICT infrastructure: teaching materials

acquired in AP 2007.

Significant investment has been made through the project in equipping a research laboratory at Rivatex, with this possibly being the greatest achievement of the project as a whole. The establishment of the laboratory is intended to facilitate the positioning of Moi as a Regional Centre of Excellence. The process has, however, been significantly delayed, for a number of reasons, including the early project disruptions caused by post-election tension in Kenya and delays caused by cumbersome processes of procuring and importing equipment. However, the laboratory is now equipped to a level that enables it to do the full spectrum of textiles testing that would be expected of such a facility. Given that technological developments in this equipment are not significant, it is expected that this equipment will be useful for research and testing purposes for some time to come if it is well maintained. From this perspective, the immediate priority is to secure accreditation for the laboratory.

3) New/Improved fibre-based products (fibres, by- There is little evidence from either the interviews or self-assessment reports of meaningful research yet having


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products, medical; textiles & construction textiles): a) At least 50 stakeholders contacted between

November 2007 - January 2008; b) At least 6 Research proposals developed in AP

2007; c) At least 5 Publications published in AP 2008-

2011; d) At least 3 Publications published in AP 2008-

2010; e) At least 2 Publications published in AP 2010-

2011; f) At least 2 Publications published in AP 2010-

2011.

been completed, possibly partly due to delays in the delivery of research and testing equipment. In addition, while there are possibilities for cross-project collaboration – for example, through production of medical and agricultural textiles – there is no evidence that this has yet commenced. This is likely related to problems in securing laboratory equipment and in registering Ph.D. students. However, this clearly needs to become an area of high priority, both in AP2011 and into Phase II, particularly if the intention is to establish the Department as a regional Centre of Excellence in textiles.

The Department does report that it has initiated four research papers, and expects to be on track to begin producing research outputs during AP2011.

4) Enhanced extension & linkages (training, dissemination & exploitation): a) Attendance to at least two

conferences/workshops in AP 2010-2011; b) Attendance to at least two

conferences/workshops in AP 2010-2011.

This result is only due to be accomplished in AP2011, so there is no progress to report yet.

5) Improved collaboration with the industry: a) Alumni network established in AP 2009; b) Tracer studies mounted in AP 2011.

The Alumni Network is not yet established, but it still seen as important. The Department sees an Alumni Network as making important contributions to curriculum reviews, as well as other kinds of voluntary expert inputs. It constitutes an important way of demonstrating what Moi has achieved, enabling the university to use the alumni as role models for students and also to gain access to industry. The Department reports that an Alumni Network portal is under development and the Master’s students have been engaged in reaching out to alumni.


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Appendix Eight: Logical Framework Analysis for Project 6: Gender



To contribute to the achievement of equal opportunities and level playing ground for both gender


Improve gender awareness and expertise of MU-K

Academic Objectives

25 Trainers trained (TOT) (2007)

15 people trained on gender mainstreaming in 2007

3 Training modules produced by 2009

5 Training Modules produced by 2012

20 Certificate students enrolled by 2012

2 PhDs from registered between 2009 and 2012

2 Masters registered between 2009 and 2012

10 Masters candidates registered in MU-K given research support by 2012

8 PhD candidates registered in MU-K given research support by 2012

Training records

Curricula documents approved by IGERD Board

Enrolment records

Reports filed at IGERD

Applicants will be available for consideration

All admitted students will report and wastage will not affect gender parity

Development Objectives

100 people involved in public talks per year

100 people involved in walks per year

100 essays received from class 7 pupils in 2008 & 2010

100 essays received from Form 3 students by 2009/10

1 Drama performance on gender issues per year starting 2008 - 12.

Photos taken at and during walks and talks

Student essay records

Video or photos on play


Improve equal representation at different levels of development and

Development Objectives

2% increase in gender parity by 2012 Policy document

Data from Human Resource

Implementation of government policy towards gender parity will be


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decision making in MU-K Office/Departments sustained

Increased research and outreach on gender issues in MU-K and in western Kenya

Academic Objectives

2 newsletter per year from 2008

3 research articles in refereed journals by 2012

2 local conferences organized by 2012

3 conference papers produced by GEP team by 2012

2 open forum with grassroots stakeholders by 2012


1 Centre of excellence in gender, research & development is developed

No. of trained trainers

No. of short courses developed & implemented

At least three MU-K/IGERD staff undergoing PhD and M.Phil training

No. of post graduate programs developed

No. of learners/students enrolled in the programmes

At least 6 MPhil candidates registered in MU-K will undertake gender related research

At least 4 PhD candidates registered in MU-K will undertake gender related research

No. of resource materials (journal, books CDs etc) purchased & collected for the documentation centre

No. of equipment purchased for IGERD

No. of workshops & level of participation in

Training records

Enrolment records

Reports filed at IGERD

Curricula documents approved by IGERD Board and/or Senate

Enrolment register

Catalogue at IGERD

Inventory of equipment

Community based organizations (CBOs), learning institutions and individuals are willing to undergo training in gender reacted areas

Required resources & equipment will be available for purchase

2 Awareness on gender issues in MU-K and in the community created

the organized functions

No. of PhD & Mphil undergoing training by 2012

No. of advocacy materials circulated to target

audience

No. of public talks held per year

No. of public engagement/walks held per year

Records & reports on participation

Evaluation reports from participants

Enrolment records



Level of participation

Video clips

Target audience will be receptive


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3 Gender representation at various levels of development & decision making MU-K is improved

Increase of the other gender in new appointees per department/unit beginning July 2012

Increased appointment of female Heads of academic departments from current 4 by 2012

Increased participation of the other gender of lecturers in university committees

Improved student enrolment per program beginning by 2012

Evidence of policy implementation in target units e.g. minutes for shortlisting, new appointments, promotions & dispatch of letters.

Minutes of staff recruitment and promotion

Updated staff list from departments & administrative sections

Gender desegregated data on Joint Admissions Board (JAB)

Privately sponsored Students Programs (PSSP) & Mature entry admission list

Graduation lists

Gender policy is in place to empower and give mandate of monitoring and evaluation to IGERD

Applicants will be available for consideration

All newly recruited staff will take up jobs

All admitted students will report

Wastage will not affect gender parity

4 Synergy between GEP and MU-K-VLIR-UOS projects achieved

One joint research tool/questionnaire produced with at least 2 projects teams for use at the Webuye Demographic surveillance site (DSS) by end of 2008

At least 1 paper in refereed journal by gender team members by 2012

At least 3 conference papers by year 2012

Reports filed at IGERD & HEALTH project office

Papers filed at IGERD and/or journal

Conference proceedings




1) Improve gender awareness and expertise of MU-K a) 25 Trainers trained (TOT) (2007) b) 15 people trained on gender mainstreaming

in 2007 c) 3 Training modules produced by 2009 d) 5 Training Modules produced by 2012 e) 20 Certificate students enrolled by 2012 f) 2 PhDs from registered between 2009 and

Since 2007, 25 trainers-of-trainers (TOTs) were trained, some of whom were the IGERD & GEP board members. In capacity building, since 2007, 25 trainers of trainers (TOTs) were trained, some of whom were the IGERD and Gender Equity Project (GEP) board members. Between 2007 and 2010, 43 people were trained in gender mainstreaming and 140 were trained in November 2010. A baseline survey was conducted in 2007, which informed development of the University Gender Policy. This important Policy Document has subsequently been launched. With regard to the training modules, three were produced in 2009 and five more are to be developed by 2012. Two booklets labelled ‘Gender and Leadership Programme’ were produced. These booklets contain the modules.Two Ph.D students were registered in Belgium in 2009 on a sandwich basis, while four Master’s students


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2012 g) 2 Masters registered between 2009 and 2012 h) 10 Masters candidates registered in MU-K

given research support by 2012 i) 8 PhD candidates registered in MU-K given

research support by 2012 j) 100 people involved in public talks per year k) 100 people involved in walks per year l) 100 essays received from class 7 pupils in

2008 & 2010 m) 100 essays received from Form 3 students by

2009/10 n) 1 Drama performance on gender issues per

year starting 2008 - 12.

were awarded supplementary research fund in 2008, two in 2009, and two in 2010. One PhD student was awarded supplementary research funds in 2008 and two in 2009. In total, eleven graduate students were thus awarded supplementary research funds. In total, 2,751 essays were received from school students. On drama performance, one DVD was produced in 2008, with 2000 copies circulated in IGERD forums. This DVD highlighted problems facing children in the community and family. The DVD was part of the materials presented to the evaluation team. There were also four drama performances conducted between 2008 and 2010.


1) Improve equal representation at different levels of development and decision making in MU-K a) 2% increase in gender parity by 2012

One workshop was held on gender and leadership for MU-K deans, heads of departments, and section heads in late 2010. There has also been the publication of the Moi University Gender Policy, which addresses gender issues in the university. There seems to be an overlap here with activities in IR 3 which is discussed below.

2) Increased research and outreach on gender issues in MU-K and in western Kenya a) 2 newsletter per year from 2008 b) 3 research articles in refereed journals by

2012 c) 2 local conferences organized by 2012 d) 3 conference papers produced by GEP team

by 2012 e) 2 open forum with grassroots stakeholders by

2012

There are a number of outreach activities on gender issues which include the newsletter, Jinsia Agenda, which is published periodically. Two issues per year are circulated to all MU-K offices and stakeholders. As for publications in refereed journals, there is no indication if any article has been published, although two papers are said to be in progress. However, there is to be a first publication of ten papers which still under review by Moi University Press. With regard to conferences, the First International Gender Symposium took place in January 2010, during which many papers were presented. There has been a series of workshops and seminars. One open forum was organized, during which T shirts on gender issues were printed and shared with stakeholders, as well as posters on gender issues highlighted in the essay competitions.


1) Centre of excellence in gender, research & The Institute for Gender Equity Research and Development (IGERD) is engaged in a wide range of gender-related


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development is developed a) No. of trained trainers b) No. of short courses developed &

implemented c) At least three MU-K/IGERD staff undergoing

PhD and M.Phil training d) No. of post graduate programs developed e) No. of learners/students enrolled in the

programmes f) At least 6 MPhil candidates registered in MU-

K will undertake gender related research g) At least 4 PhD candidates registered in MU-K

will undertake gender related research h) No. of resource materials (journal, books CDs

etc) purchased & collected for the documentation centre

i) No. of equipment purchased for IGERD j) No. of workshops & level of participation in

activities. These have included among others: six people trained as TOTs on gender policy; 27 people trained on gender policy formulation; capacity of 25 IGERD board members in research built through the baseline survey, as well as participation in the university gender policy development; and 20 research assistants sensitized on gender issues in their capacity as research assistants. A needs assessment was held in five towns before short courses were developed, and this was followed by four validation workshops. Short courses were developed and published in a booklet. Four M.Phil. and Ph.D. students were supported with research funds in 2009. There is no indication of postgraduate programmes developed and the number of students enrolled. There is no indication in the annual reports of M.Phil. and Ph.D. students undertaking gender related research. A number of resources have been purchased for the IGERD documentation centre, which include 496 reference materials on gender and development, seven computers, two printers a copier, a video camera, two digital cameras, a shredder, a binder, a paper cutter, a screen, a data projector, and a laptop. Several workshops and seminars have been organized, on topics such as teaching material development, gender and leadership, gender mainstreaming, return-to-school policy, and academic writing skills.

2) Awareness on gender issues in MU-K and in the community created a) The organised functions b) No. of PhD & Mphil undergoing training by

2012 c) No. of advocacy materials circulated to target

audience d) No. of public talks held per year e) No. of public engagement/walks held per year

As already pointed out, the centre is engaged in many gender-related activities to enhance awareness. There are also a number of Ph.D. and M.Phil. students pursuing studies. Advocacy materials have included: T-shirts addressing sexual harassment and gender violence produced in 2009 and shared with stakeholders; posters on gender issues originating from an essay-writing competition circulated and shared with stakeholders in GEP/IGERD forums; and a DVD on gender violence. In addition, a drama performances and one public talk with students were held at the Eldoret West Campus. In 2009, there was a road show/public engagement which covered 60km from the Main Campus through four towns, highlighting issues raised in the essay competitions.

3) Gender representation at various levels of development & decision making MU-K is improved a) Increase of the other gender in new

appointees per department/unit beginning

As a result of the IGERD advocacy, three departments which did not have female staff members had new female staff members hired in 2009. In addition, female heads of departments increased from four to nine in the same year. GEP has also increased awareness regarding the need to implement government policy of increasing women representation in government and parastatal institutions by 30 percent which prompted the Vice Chancellor to proclaim that he would be vigilant in monitoring all new appointments to ensure that equal representation policy


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July 2012 b) Increased appointment of female Heads of

academic departments from current 4 by 2012

c) Increased participation of the other gender of lecturers in university committees

d) Improved student enrolment per program beginning by 2012

is implemented by all departments. By 2009/2010, at least one woman sat in every university committee. By 2007, female students were below 40 per cent. Currently, they are above that figure, according to the Joint Admissions Board and the aim is to increase the numbers of female students further, especially in the sciences. Affirmative action in admissions is now a policy in the Deans’ Committee.

4) Synergy between GEP and MU-K-VLIR-UOS projects achieved a) One joint research tool/questionnaire

produced with at least 2 projects teams for use at the Webuye Demographic surveillance site (DSS) by end of 2008

b) At least 1 paper in refereed journal by gender team members by 2012

c) At least 3 conference papers by year 2012

By way of building synergy, one joint research tool/questionnaire coordinated by health project was produced, from which GEP revised its research plan and decided to work with primary and secondary schools in the DSS area as follow-up on issues raised during the essay writing competition. There is one PhD candidate at the Webuye DSS carrying out a qualitative study in schools on issues raised in the 2009 essay writing competition. Two papers are in progress for publication in a refereed journal by 2012. There will also be two papers presented in two conferences prepared from data in the essay competition activity.


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Appendix Nine: Logical Framework Analysis for Project 7: Information and Communication Technology

Project 7 Logical Framework Indicators (OVI) & targets Sources of information (SOV) Assumptions

Overall academic objective

To improve the quality of teaching and research through capacity building, curriculum development

Publications, conferences attended, Patents Senate reports, Project reports Availability of staff to be trained, Staff will be willing to carry out research, University will implement decisions in good time.

Overall developmental objective

To create an enabling ICT environment through efficient management of ICT services/resources

No. of staff trained, no of awareness seminars/workshops held.

Project reports University will follow & implement ICT policy guidelines & master plan

Specific Objectives

1 Increase research output at MOI University Number of conference attendances, Number

of publications, Patents ICT quarterly reports, e-repositories, Bandwidth will be upgraded and Links to other

campuses established, Staff will have interest and time for research.

2 Increase impact of ICT in academic programmes Number & status of computer labs/facilities,

New ICT courses, student/computer ratio. Senate reports, Student transcripts/certificates Schools will adopt the new courses, The University will

participate in equipping computer labs

3 Improve management of ICT services Reduced data corruption, System reliability,

Satisfaction among users ICT quarterly reports, Maintenance schedules, project reports

University will continue recruiting more ICT staff, Collaboration with INASP shall be established & maintained

4 Strengthen teaching and research capacity in computer related sciences

Number of research proposals funded, Articles in journals

Publications, project reports Staff to be trained will be available, Staff will be willing to carry out research

(1) Increase research output at MUK

1.1

Improve e-library resources Use of the automated library system, Shorter queues in libraries, Web-based library system, Number of computers, Network status, Availability of journal title and e-content

Library reports, e-library documentation, e-journal

Recruitment of staff with relevant skills, researchers will be permit the publication of their findings in the e-journal

1.3

Expand research opportunities Increased involvement in research activities, publications, conferences attended, No. of proposals submitted to IFS & other funding organisations

No. of publications, conference papers. Increased interest by potential collaborators, interest by local researchers to undertake projects, staff will be well remunerated.


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Indicators (OVI) & targets Sources of information (SOV) Assumptions

(2) Increase Impact of ICT in Academic Programmes

2.1 Introduction of University-wide ICT courses No. of departments offering new ICT courses. Senate reports, Student transcripts/certificates Well designed and adequate Facilities, University will

create a new department to offer the courses, Adherence to changing trends and standards

2.3 Introduction of e-learning programmes e-platform, No. of programmes developed. Senate reports, Student transcripts Establishment of an ODL directorate, Allocation of

recurrent expenditure to the directorate of ODL, Interest among staff, Availability of e-content.

(3) Improve management of ICT services

3.1

Expanded Network Higher bandwidth, Network connectivity to buildings, Internet access at departmental level, strain on internet services, resource utilization,

ICT quarterly reports, Recruitment of staff with relevant skills, Improved stakeholder participation in decision making process, Timely implementation of KENET/TELKOM agreements.

3.2

Enhanced maintenance of ICT infrastructure No. of staff trained, Reduced downtime, Satisfaction among users

Personal file records, certificates, ICT quarterly reports, Maintenance schedules, project reports

Prioritization of ICT issues, Technical staff will be ready to take up study opportunities, University will grant study leave to staff wishing to study. University continue recruiting more ICT staff,

3.3

Improved utilization of ICT applications No. of in-house trainings conducted, No of staff trained on bandwidth management, Installation of appropriate bandwidth management software.

Quarterly ICT reports, Bandwidth utilisation reports

Less bureaucratic Financial/procurement procedures, Quick implementation of ICT policy, Prioritization of ICT issues, Willingness to outsource services. University staff will be willing to use the new information systems. University will complement the project initiatives by equipping offices with computers.

(4) Strengthen teaching & research capacity in Computer Science, Computer Engineering & Information Science

4.1 Curricula developed, reviewed and implemented

Number of new programmes, Number of students enrolled into new ICT related academic programmes

Senate documents Availability of academic staff, Availability of time for supervision, Reduced cost of learning, Commitment to regularly review ICT - related curricula

4.2

Improved human resource capacity in ICT related academic fields

No. of staff trained, No. of workshops conducted, No. of new information systems developed or acquired. Number of exhibitions sponsored, Number of new products/ideas commercialized.

Staff personal files, Certificates, Thesis reports, publications, Quarterly Reports, Research awards

Availability of academic supervisors, Staff will have time for supervision. Students shall be willing to collaborate with ICT in developing new ideas for commercialisation.

4.3 Expanded research opportunities Increased involvement in ICT research activities, publications, conferences attended,

Project reports, Research awards and reports Increased interest by potential collaborators, Interest by local researchers to undertake research, Staff will be


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Indicators (OVI) & targets Sources of information (SOV) Assumptions

short Visits to the north remunerated well

(5) Project management

5.1

Project management No. of visits to the north, No. of visits to the south,

Project reports The project will start on time, all procurement and operational logistics will be in place and on time, Project team members will spare time to adequately manage the project



Specific Objectives

1) Increase research output at MOI University: a) Improve e-library resources; b) Expand research opportunities.

It is unclear what, if any progress, has been made on this objective, with the exception of funding for postgraduate students, which will presumably generate some research outputs as the students progress with their studies. Although there has been no specific progress in improving e-library resources, the installation, deployment, and launch of ABCD is an important development that will presumably increase student and academic access to research resources over time. This will be further augmented as the planned deployment of DSpace to manage electronic resources takes effect, but this has not yet been achieved.

2) Increase impact of ICT in academic programmes: a) Introduction of University-wide

ICT courses; b) Introduction of e-learning

programmes.

No mention has been made in reports or interviews of the launch of an university-wide ICT courses, although this still seems a worthwhile objective.

Progress has been made in introduction of e-learning programmes, primarily through deployment of Chisimba as the institutional Learning Management System. It should be noted, though, that this deployment is the easiest part of implementing e-learning. Although some courses have been loaded on this system, use is reported still to be low, so a high priority will be to find academic early adopters who are willing to invest time and effort in producing high quality e-learning (or, more likely, blended learning) programmes at MU-K.

3) Improve management of ICT services: a) Expanded Network; b) Enhanced maintenance of ICT

infrastructure; c) Improved utilization of ICT

Good progress has been made in expanding MU-K’s ICT Network during Phase I of the programme, although much of this rollout was funded from sources other than the VLIR-UOS IUC. This should not be seen as problematic, as it has freed resources to be invested in other activities. Use of ICT applications is still reported to be low, so this should be a strong focus for Phase II of the programme. Likewise, capacity within the ICT Directorate is still in development, and redundancy needs to be created in key positions. This has been identified by all parties as a priority for Phase II. Finally, with key applications now deployed, attention will need to be paid to developing and institutionalizing maintenance, security, and disaster recovery plans for the ICT


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applications. systems at MU-K.

4) Strengthen teaching and research capacity in computer related sciences: a) Curricula developed, reviewed

and implemented; b) Improved human resource

capacity in ICT related academic fields;

c) Expanded research opportunities.

Good progress has been made in this area. The project has also facilitated review and/or development of academic programmes, including:

• Development of a new undergraduate programme and review of a postgraduate programme in Information Science; • Review of an undergraduate programme and review of a postgraduate programme (not yet launched) in Computer

Science; • Major review of an undergraduate programme and development of a new postgraduate programme (to be launched in

August, 2011) in Electrical Engineering. While these are good developments, concerns have been raised about the capacity to deliver these programmes. Thus, it will be important to build academic capacity to support this delivery, and will also be helpful if arrangements can be made during Phase II to have temporary support from lecturers from the North to provide lectures in the postgraduate programmes (although it has been noted that interest from the North in providing this support has been hard to secure).

On the capacity-building side, the project has funded two Ph.D. and two Master’s students, two of whom were fully funded and two who were provided research funding. It has also facilitated several training support processes for staff of the ICT Directorate. However, there is no evidence, beyond the postgraduate students’ enrolments, of any further research opportunities yet having been created.


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Appendix Fourteen: Annual Financial Reports

Table 9 Annual Financial Report for AP 2008

CO-ORDINATING FLEMISH UNIVERSITY: Vrije Universiteit Brussel

NAAM COORDINATOR Prof. Bernard Manderick

ACTIVITY PROGRAMME YEAR : AP 2006 : Pre partner programme with MU (Kenya)

PERIOD: from: 1-Jul-06 to: 30-Jun-07

BUDGETLINES Approved Expenses in EURO Difference References


(a) (b) (c) (d) (e)

B. INVESTMENT COSTS 0.00 0.00 2 168.39 2 168.39 -2 168.39

C. OPERATIONAL COSTS 15 670.60 2 021.21 19 441.12 21 462.33 -5 791.73

D. PERSONNEL COSTS 16 800.00 0.00 17 087.60 17 087.60 -287.60

E. SCHOLARSHIPS COSTS 0.00 0.00 0.00 0.00 0.00

1. Scholarships 0.00

2. Travel costs scholars 0.00

TOTAL E 0.00 0.00 0.00 0.00 0.00

F. INT. TRAVEL COSTS 22 800.00 6 466.46 8 178.80 14 645.26 8 154.74

G. RESIDENTIAL COSTS 36 099.40 18 881.93 16 571.55 35 453.48 645.92

H. SHIPMENT COSTS 0.00 528.83 0.00 528.83 -528.83

TOTAL A tot H 91 370.00 27 898.44 63 447.46 91 345.89 24.11


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J. MARGIN FOR INSUFFICIENT BUDGETTING

0.00

0.00

0.00

0.00

(Max 5% from A to I)

K. ADMINISTRATION COSTS (Max. 10% from A to J)

1. For the Flemish university (lump sum) 4 800.00 4 800.00 4 800.00 0.00

2. For the local university (lump sum) 3 200.00 3 200.00 3 200.00 0.00

TOTAL K 8 000.00 4 800.00 3 200.00 8 000.00 0.00

GRAND TOTAL (A to K) 99 370.00 32 698.44 66 647.46 99 345.89 24.11


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NAAM COORDINATOR Prof. Bernard Manderick

ACTIVITY PROGRAMME YEAR : AP 2007 : Partner programme with MU (Kenya)

PERIOD: from: 1-Jul-07 to: 31-Mar-08



(a) (b) (c) (d) (e)

B. INVESTMENT COSTS 151 417.00 71 284.31 100 525.76 171 810.07 -20 393.07

C. OPERATIONAL COSTS 181 938.00 27 114.05 132 335.93 159 449.98 22 488.02

D. PERSONNEL COSTS 29 056.00 15 574.52 13 482.57 29 057.09 -1.09

E. SCHOLARSHIPS COSTS 18 126.00 18 507.07 3 485.79 21 992.86 -3 866.86

1. Scholarships 0

2. Travel costs scholars 0

TOTAL E 18 126.00 18 507.07 3 485.79 21 992.86 -3 866.86

F. INT. TRAVEL COSTS 39 750.00 37 346.18 8 233.42 45 579.60 -5 829.60

G. RESIDENTIAL COSTS 47 513.00 27 040.98 11 231.54 38 272.52 9 240.48

H. SHIPMENT COSTS 2 000.00 0.00 0.00 0.00 2 000.00

TOTAL A tot H 469 800.00 196 867.11 269 295.00 466 162.11 3 637.89

J. MARGIN FOR INSUFFICIENT BUDGETTING 0.00 0.00 0.00 0.00


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TOTAL K 30 200.00 11 300.00 18 900.00 30 200.00 0.00

GRAND TOTAL (A to K) 500 000.00 208 167.11 288 195.00 496 362.11 3 637.89


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NAME COORDINATOR Prof. Bernard Manderick

Activity Programme Year AP 2008 IUC MU-K




(a) (b) (c) (d) (e)

B. INVESTMENT COSTS 144 860.00 81 379.24 78 609.77 159 989.01 -15 129.01

C. OPERATIONAL COSTS 199 621.00 47 164.09 188 793.54 235 957.64 -36 336.64

D. PERSONNEL COSTS 70 668.00 46 690.89 18 454.41 65 145.30 5 522.70

E. SCHOLARSHIPS COSTS 149 165.00 79 068.10 29 685.77 108 753.87 40 411.13

F. INT. TRAVEL COSTS 48 950.00 35 417.92 25 463.51 60 881.42 -11 931.42

G. RESIDENTIAL COSTS 71 048.00 29 935.65 8 241.38 38 177.04 32 870.96

H. SHIPMENT COSTS 688.00 5 762.81 3 762.63 9 525.44 -8 837.44

TOTAL A tot H 685 000.00 325 418.70 353 011.02 678 429.72 6 570.28


0.00

0.00

0.00

10 467.81

-10 467.81





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TOTAL K 60 000.00 22 500.00 37 500.00 60 000.00 0.00

GRAND TOTAL (A to K) 745 000.00 347 918.70 390 511.02 738 429.72 6 570.28


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CO-ORDINATING FLEMISH UNIVERSITY:

NAME COORDINATOR

Activity Programme Year


BUDGETLINES Approved Difference References


(a) (b) (c) (d) (e)

B. INVESTMENT COSTS 132,681.00 4,445.00 68,002.79 72,447.79 60,233.21

C. OPERATIONAL COSTS 203,444.00 41,086.71 240,276.59 281,363.30 -77,919.30

D. PERSONNEL COSTS 70,668.00 46,687.26 9,323.64 56,010.90 14,657.10

E. SCHOLARSHIPS COSTS 169,725.00 133,384.88 35,993.90 169,378.78 346.22

F. INT. TRAVEL COSTS 48,850.00 28,166.43 23,865.84 52,032.27 -3,182.27

G. RESIDENTIAL COSTS 57,942.00 30,283.33 19,307.68 49,591.01 8,350.99

H. SHIPMENT COSTS 1,690.00 332.75 3,795.69 4,128.44 -2,438.44

TOTAL A tot H 685,000.00 284,386.36 400,566.14 684,952.49 47.51




1. For the Flemish university (lump sum) 22,500.00 22,500.00 22,500.00 0.00

2. For the local university (lump sum) 37,500.00 37,500.00 37,500.00 0.00

TOTAL K 60,000.00 22,500.00 37,500.00 60,000.00 0.00

GRAND TOTAL (A to K) 745,000.00 306,886.36 438,066.14 744,952.49 47.51

Vrije Universiteit Brussel

Prof. Bernard Manderick

AP 2009 IUC MU-K

Expenses in EURO

0.00 0.00 0.00 0.00


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Appendix Eleven: Research Publications

Project 2: CSE

Articles In International Peer Reviewed Journals

1) Erick Mugatsia Akivaga, Fred A. O. Otieno, E. C. Kipkorir, Joel Kibiiy and Stanley Shitote. Impact of introducing reserve flows on abstractive uses in water stressed Catchment in Kenya: Application of WEAP21 model. International Journal of the Physical Sciences Vol. 5(16), pp. 2441-2449, 4 December, 2010

Conference Proceedings (Full Paper)

1) Kibiiy, J.K., Development of Stage-Discharge Curves for Ungauged Natural Channels: the Case of River Sosiani, Kenya, Proceedings of the 2nd International Civil Engineers Conference on Civil Engineering and Sustainable Development, CE 2008.

2) Ng’etich J.K., Waste Management in a Rural Setting: A review of the Design Methodology of Kipkeino School Wastewater Treatment System, Proceedings of the 2nd International Civil Engineers Conference on Civil Engineering and Sustainable Development, CE 2008.

3) Ng’etich J.K., Efficiency of Wastewater Stabilization Ponds, Proceedings of the 2nd International Civil Engineers Conference on Civil Engineering and Sustainable Development, CE 2008.

4) Nyandwaro G.N., Kibiiy J.K., Kipkorir C.E., Shitote S.M., Optimization of Reservoir Water Allocation: A case Study of Kesses Reservoir, Proceedings of the 2nd International Civil Engineers Conference on Civil Engineering and Sustainable Development, CE 2008.

5) Ochieng’ P.J. , Sitters C.W.M., Sakwa F. Cement Concrete Roads Development in Kenya, Institute of Engioneers of Kenya Conference on the Role of Public-Private Partnership for Development of Sustainable Infrastructure, 2010.

6) Odinga C.A., Ouma Y.O., Raburu P., A study of the Effectiveness of Aquatic Plants (Echinocloa Pyramidalis L and Cyperus Papyrus L) in Removing Nutrients from Wastewater: Case Study of Chemelil Sugar Factory Constructed Wetland, Proceedings of the 2nd International Civil Engineers Conference on Civil Engineering and Sustainable Development, CE 2008.

7) Okumu V.A., Shitote S.M., A Modular Design Alternative for Affordable Housing in Kenya, Institute of Engioneers of Kenya Conference on the Role of Public-Private Partnership for Development of Sustainable Infrastructure, 2010.

8) Shitote S.M., Waweru R., Njeru P., Mix Design of Self Compacting Concrete: Pilot Tests with Crushed Stone as Coarse Aggregates, Proceedings of the 2nd International Civil Engineers Conference on Civil Engineering and Sustainable Development, CE 2008.

9) Nyandwaro G.N., Kibiiy J.K., Flood Management through Inter-Basin Water Transfer from Nzoia to Suam Rivers in Kenya: Opportunities and Challenges, Moi University 6th International Conference, 2010

10) Omondi B.O., Shitote S.M., Numerical Simulation of Homologation Procedures for Prestressed Concrete Sleepers, Moi University 6th International Conference, 2010.

11) Sitters C.W.M., Ndiema D.K., One Dimensional Simulation of Dam Break Floods: A Case of Kesses Dam, Moi University 6th International Conference, 2010.


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Project 3: AGBIO

Articles in International Peer Reviewed Journals

1) Serrem, C. A., de Kock, H. L., Taylor, J. R. N. 2011. Nutritional quality, sensory quality and consumer acceptability of sorghum and bread wheat biscuits fortified with defatted soy flour. International Journal of Food Science and Technology 46:74-83.

2) Serrem, C. A., de Kock, H. L., Oelofse, A., Taylor, J. R. N. 2011. Rat bioassay of the protein nutritional quality of soy fortified sorghum biscuits for supplementary feeding of school-age children. In Press, Accepted for Publication by Journal of the Science of Food and Agriculture.


1) Angima, R.O., Ngode, L. & Ochuodho, J.O. (2010). The effects of chemical treatment on cotton seed quality. Moi university, 6th annual international conference, 7th–11th September, Eldoret, Kenya pp. 10.

2) Angima, R.O., Ngode, L. & Ochuodho, J.O. (2010). The effects of seed position on the plant on cotton seed quality. Moi university, 6th annual international conference, 7th–11th September, Eldoret, Kenya pp. 11.

3) Nderitu, P.W., Kinyua, M.G., Mutui, T.M. & Ngode, L. (2010). Phenotypic diversity of mulberry (Morus spp.) accessions growth in Kenya. Moi university, 6th annual international conference, 7th–11th September, Eldoret, Kenya pp. 12.

4) Nderitu, P.W., Ngode, L., Kinyua, M.G. & Mutui, T. (2010). Evaluation of mulberry accessions for susceptibility to foliar disease under field conditions. Moi university, 6th annual international conference, 7th–11th September, Eldoret, Kenya pp. 14.

5) Serrem, C. A., de Kock, H. L., Oelofse, A., Taylor, J. R. N. 2010. The effect of compositing with soy on the sensory characteristic of sorghum biscuits. Cereal Science and Technology – South Africa (CST-SA) – International Association of Cereal Science and Technology (ICC) International Grains Symposium on Quality and Safety of Grain Crops and Foods. 3-5 February 2010, Pretoria, South Africa. Won 2nd Prize for student posters.

6) Serrem, C. A., de Kock, H. L., Oelofse, A., Taylor, J. R. N. 2010. Protein quality of soy fortified sorghum biscuits. 15th IUFOST World Congress of Food Science and Technology. 22-26th August 2010, Cape Town, South Africa.

Unpublished Articles

1) Angima,R., Ngode,L., and Ochuodho, J. The Effect of Seed Position on the Plant on Cotton Seed Quality

2) Angima,R., Ngode, L., .Ochuodho, J and Opile, W.R. The Effect of Chemical Treatment on Cotton Seed Quality.

3) David, K., Kios, Este Van Marle-Köster and Carina Visser. Application of DNA Markers In Parentage Verification of Boran Cattle In Kenya.

4) K. Nahar, T. Kyndt, J. Nsengimana, L. De Bruyne L. Bauters, N. Pili and Gheysen, G. Rice Defense to Plant Parasitic Nematodes.

5) Nderitu, P.W., Ngode, L., Kinyua, M.G. and Mutui, T. Field Evaluation Of Mulberry Accessions Grown In Kenya For Susceptibility To Foliar Diseases In Uasin Gishu District, Eldoret

6) Nderitu, P.W., Kinyua, M.G., Mutui, T. and Ngode, L. Phenotypic diversity of mulberry (morus spp.) Accessions grown in Kenya.

7) Mathew, T.K., Mieke, V.L., Geert, A.N. and Steven, D.G. Functional Analysis of the Ron3 and Orb1 Genes That Determine Leaf Size and Shape in Arabidopsis Thaliana.


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8) Peris, N., Kinyua, M., Mutui, T. and Ngode, L. Evaluation of Mulbery Accessions for Their Susceptibility to Pests and Diseases and Characterization Based on Morphological and Molecular Markers.

9) Angima, R., Ngode, L. and Ochuodho, J.O. Enhancement of Seed Quality of Cotton (Gossypium Spp).

Project 4: Health


1) Obala, A., Kutima, H.L., Nyamogoba, D.N., Esamai, F.O., Otsyula, B.O., and Ouma, J.H. Sulfadoxine-Pyrimethamine in Treatment of Malaria in a Fringe Transmission Buffer Between Endemic and Epidemic Malaria in Western Kenya.

2) Obala, A., Kutima, H.L., Nyamogoba, D.N., Mwangi, A.W., Otsyula, B.O., and Ouma, J.H. Malaria Incidence and Mean Parasite Density in Asymptomatic Population of Western Kenya.

3) Obala, A., Kutima, H.L., Nyamogoba, D.N., Mwangi, A.W., Magak, G.N., Otsyula, B.O., and Ouma, J.H. Anopheles gambiae ss and An. arabiensis Species (Diptera: Culicidae) Density and Infectivity Rates at Kopere Area of Western Kenya.

4) Simiyu, C.J. , Naanyu, V., Obala, Andrew, A., Odhiambo, D.O., Ayuo, P., Chelagat, D., Downing, R., Menya, D., Mwaliko, E., Omiera, W.P., Were E.O. and Otsyula, B.O. Establishing a Health and Demographic Surveillance Site in Rural Western Kenya: Challenges and Lessons Learned

Project 5: Textile

Articles In International Peer Reviewed Journals

1) Nzila, C., Dewulf, J., Spanjers, H., Kiriamiti, H., Langenhove, H. Biowaste Energy Potential in Kenya. Available online 14 May 2010

2) Vasile S., Grabowska K. E., Ciesielska I. L., Githaiga, J. Analysis of Hybrid Woven Fabrics with Shape Memory Alloys Wires Embedded. FIBRES & TEXTILES in Eastern Europe 2010, Vol. 18, No. 1 (78) pp. 64-69.


1) Nzila, C., Dewulf, J., Spanjers, H., Odhiambo, S., Kiriamiti, H. and Langenhove, H. Valorisation of Textile Residues for Energy Production in Kenya Moi University 5th Annual International Conference 4th - 8th August 2009: Eldoret, Kenya.


1) Mibey, R.K., Tuigong, D.R., Oyondi, E.N., Kipkemoi, T. and Kipkemboi, S.T. The use of a Moi University Textile Production Facility to Improve Backward and Forward Linkages in Cotton Sector & for Dissemination of University Research Findings.

2) Njuguna, D., Githaiga J., Odhiambo, S., and Chemweno, P. Development of Sanitary Towels Using Locally Available Natural Fibres for Marginalised Groups in Kenya.

3) Nzila, C., Dewulf, J., Spanjers, H., Kiriamiti, H. and Langenhove, H. The Biogas Value Chain: A Review of Recent Advances, Challenges and Opportunities.

4) Odhiambo, S., Githaiga J, Chemweno, P. and Njuguna, D. Technology Gap Within the Kenyan Textile Cottage Industries.

5) Odhiambo, S., Githaiga, J., Njuguna, D. and Chemweno, P. Challenges Facing Cotton Production in the Coastal Region of Kenya


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6) Tuigong, D.R., Oyondi, E.N., Kiriamiti, K.H., Igadwa, J., Too, S.K. Prospects of Cotton Fiber in Kenya.

Project 6: Gender


1) Chumba, S.K., Bomet, E.J. and Lelan, J.K. Gender Discrimination in Secondary Schools’ Educational Personnel: A Case for Nandi Central District, Kenya, at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.

2) Georgine, J. Factors Perpetuating the Spread of HIV/AIDS in Keiyo District, Kenya, at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.

3) Jemutai, J.K. Factors Influencing Nandi Women’s Participation in HIV and AIDS Information Communication in Kesses Division, Wareng District, at the Mid-Term Evaluation Week at Kisumu Hotel, 8-10th February, 2011.

4) Jepchirchir, J.P. and Cheruto, L.K.. Gender Mainstreaming in Kenya’s Public Institutions, at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.

5) Kahiga, J.K. and Abong’o, V. Wife Inheritance (Ter) in the Age of HIV/AIDS Pandemic: Focus on the Luo of Kenya at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.

6) Kamara, M.K. Challenges Facing Teen Mothers In Secondary Schools In Kenya: The Role Of Policy, at the Mid-Term Evaluation Week at Kisumu Hotel, 8-10th February, 2011.

7) Khamasi K.and Khamasi, W. Where Two or Three Communities are Gathered Entrepreneurship Thrives: Female Prostitution in Eldoret Town, Kenya, at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.

8) Khamasi, W. Gender and Higher Education: Changing From the Inside Out lead paper presented at the Kenya Institute for Management Conference held at KICC, June 3-5 2009.

9) Khamasi, W., Karei, R., Kiplagat, H., Kipsoi, E., Kitainge, K. and Maina, M. Gender Issues: School Children Speak to You, January 2010.

10) Kimotho, L. Mentoring for Primary School Girls in Kenya: A Strategy for Gender Mainstreaming, at the Mid-Term Evaluation Week at Kisumu Hotel, 8-10th February, 2011.

11) Kipsoi E.J. Women Participation in University Leadership: The Case of Selected Private and Public Universities in Kenya, at the Mid-Term Evaluation Week at Kisumu Hotel, 8-10th February, 2011.

12) Lelan, J.K., Chumba, S. K., and Boinett, E. Reproductive Health Rights in Rural Kenya: Challenges for the Physically Challenged Men and Women in Keiyo District, at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.

13) Mateche, E. D. Kakamega Forest In The Eyes Of Women Researcher, at the Mid-Term Evaluation Week at Kisumu Hotel, 8-10th February, 2011.

14) Matiku, S. Factors Influencing Women Involvement in the Production and Supply of Cultural Tourism Products: A Case of Katangi Women Basket Weavers in Machakos, at the Mid-Term Evaluation Week at Kisumu Hotel, 8-10th February, 2011.

15) Mettoh, H., Too, J. and Khamasi, W. Sexual Behaviour and HIV/AIDS Infection: A Case Study of Mosoriot Primary Teacher Training College, at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.


128

16) Ng’etich, E.K. Religion and Gender: The Bible as a Source of Gender Parity, at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.

17) Okolo, C., Too J. and Boit, J. Gender Dynamics in the Performance of Kenya Certificate of Primary Education (KCPE) Examinations in Emuhaya District, at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.

18) Rono, M. Traditional Nandi Women’s Contribution to Conflict Mediation, at the Mid-Term Evaluation Week at Kisumu Hotel, 8-10th February, 2011.

19) Rutere, A. Engaging Patriarchy: Women’s Challenges and Hopes in Ngugi Wa Thiong’o’s Wizard of the Crow, at the 1st International Gender Symposium January 2010 organized by Gender Equity Project Team.

20) Wambui, E.N.Heat Energy and Nutrients Recovery from Sugarcane Wastes: An Industrial and Intra-Household Resource Allocation Alternative, at the Mid-Term Evaluation Week at Kisumu Hotel, 8-10th February, 2011.

Project 7: ICT


1) Muumbo, A. and Kiyeng, P. Challenges of e-learning Development in Africa: A Case Study of Kenya. 3rd Annual International Conference, Moi University, Eldoret – Kenya


1) Adhiambo, J., Muumbo, A., Githinji, C. and Kiyeng, C. Improving Institutional Administrative Functions Through Information and Communication Technology

2) Kiyeng, P.C. and Muumbo, A. Business Process Outsourcing in Kenya: Status and way forward.

3) Misoi, J.K., Korir,S.K. and Muumbo, A.M. E-Skills for Human Resource Development in Kenya.

4) Muumbo, A, Ataro, E and C. Nzila. The Use of ICT in Enhancing Quality, A Case Study - Moi University

5) Tarus, K., Muumbo A. and Wanyembi, G. The Role of Open Source Software in bridging the Digital Divide in Kenyan Public Universities: A Case of Moi University.

6) Tarus, K. J., Muumbo A. and Gichoya D Adoption of Open Source Software to support E-Learning in Kenyan Public Universities: A case of Moi University.


129

Appendix Twelve: Postgraduate Student Schedules

Staff on VLIR-UOS Programme Scholarships

Table 13 Moi University Staff Enrolled on Ph.D. Training

No. Name School/Project University Status

1 Gilbert Nyandwaro CSE KU Leuven Ongoing

2. Bernard Omondi CSE VUB Proposal

3 K.C. Pkania AGBIO UGhent Ongoing

4 Chartotte Serem AGBIO Pretoria, SA Defended thesis

5 Abigael N. Otinga AGBIO KU Leuven Ongoing

6 Dr. A. Obala Health JKUAT Completed

7 Mrs Chelagat Health VAAL, SA Ongoing

8 Dr. Chege Health UGhent Ongoing

9 Dr. E. Mwaliko Health UGhent Proposal

10 Dr. Mabeya Health UGhent Proposal

11 Charles Nzila Textile UGhent Ongoing

12 Miriam Rono SASS Moi University Ongoing

13 Emmy Kipsoi Education Moi University Ongoing

14 Lilian Kimotho Education VUB ongoing

15 Valentine Chirchir AGBIO VUB Ongoing

16 Mr. Allan Muigai ICT VUB Ongoing

17 Mr. Kiyeng Chumo ICT VUB Ongoing

Table 14 Moi University Staff Enrolled on Master’s Training


1 Erick Akivaga Mugatsia CSE Moi University Completed

2 Benard Omondi CSE Moi University Completed

3 Victoria Okumu CSE Moi University Completed

4 Salbei Viola CSE Moi University Ongoing

5 Purity Njeru CSE Moi University Ongoing

6 Lawrence Omai Muku CSE Moi University Ongoing

7 Patrick Jangaya CSE Moi University Ongoing

8 Njira Njira Pili AGBIO UGhent completed

9 Njoroge Ruth AGBIO KU Leuven Completed

10 David Kios AGBIO Pretoria,SA Completed


130


11 Angima Ronald AGBIO Moi University Completed

12 Wangari Peris AGBIO Moi University Completed

13 Mathew Katloi AGBIO VUB Completed

14 Dr. Rutto HEALTH University of Nairobi Ongoing

15 Sheilla A. Adhiambo TEXTILE UGhent Ongoing

16 Peter Chemweno TEXTILE KU Leuven Completed

17 Margaret Kamara Education Moi University Ongoing

18 Emily Damaris Mateche Environmental Moi University Ongoing

19 Joan Koech J. SASS Moi University Ongoing

20 Susan Matiku Business & Economics

Moi University Ongoing

21 Elizabeth Wambui Environmental Moi University Ongoing

22 Ms. Jael Gudu ICT Moi University Ongoing

23 Mr. Philip Kipkoech ICT Moi University Ongoing

24 Mr. John Tarus ICT Moi University Ongoing

25 Mr. Erick Rotich Science University of Nairobi Ongoing

26 Dennis Ochieng ICT Moi University Submitted

27 Henry Ganda ICT Moi University Ongoing

28 Jonathan Misoi ICT VUB Ongoing

Table 15 Moi University Staff Enrolled on Undergraduate Training


1 Mr. David Mutai ICT Moi University 3rd

year

2 Mr. Sammy Goin ICT Moi University 2nd

year

3 Mr. Hillary Mutai ICT Moi University 2nd

year

4 Mr. Joseph Sanga ICT Moi University 1st

year

5 Mr. George Babeta ICT Moi University 1st

year

6 Mr. Samuel Bii ICT Moi University 1st

year

Table 16 Moi University Staff Enrolled on Diploma Training

No. Name School/Project College Status

1 Karen Cheruto Bett ICT - ODL ALPHAX Completed


131

Non-Staff on VLIR-UOS Programme Scholarships

1) Project 2: CSE a) Nancy Tanui b) Rutto Richard c) Charles Kapkwang

2) Project 6: Gender a) Margaret Kamara b) Emily Damaris Mateche c) Joan Koech d) Elizabeth Wambui


Appendix Thirteen: Fixed Assets Register

Table 17 Programme Support Unit Assets

Tag Number Description Serial number Make Model Location

Date of Purchase

Current Status

Units Total cost

Written Down Value (AP 2010)

1 MU'MC'VLIR-UOS'E5'031 COPIER

PSR 6415017 KYOCERA

KM 1635

PSU MAIN OFFICE 27/6/06 WORKING 1 135 000.00 -

2 MU'MC'VLIR-UOS'E8'253 PRINTER

XLL6495437 KYOCERA

FS 1030 D

PSU MAIN OFFICE Sep-06 WORKING 1 9 000.00 -

3 MU'MC'VLIR-UOS'E3'002

COLOUR PRINTER

MY68BC41YZ HP C 3183

PSU MAIN OFFICE Sep-06 WORKING 1 -

4 MU'MC'VLIR-UOS'E3'257001 SCANNER HP 2400


6 MU'MC'VLIR-UOS'001

FAX MACHINE

PFGT2191ZA

PANASONIC

KX-FP362CX


7 MU'MC'VLIR-UOS'011 UPS

NBO 62015283 APC

RS 1500


FURNITURE

8 MU'MC'VLIR-UOS'A3' 290-293 EXECUTIVE DESKS

PSU MAIN OFFICE Sep-06 GOOD 3 68 535.00 34 267.50

9 MU'MC'VLIR-UOS'A4'122- 124

OFFICE DESKS


10 MU'MC'VLIR-UOS'B7'140 EXC. CHAIR- LEATHER


11 MU'MC'VLIR-UOS'B6'521-526 VISITORS' CHAIRS


12 MU'MC'VLIR-UOS'B7'142 & 147 SECRETARIAL CHAIRS


13 GLIDE HB CHAIRS PSU MAIN OFFICE Sep-06 GOOD 2 12 068.00 6 034.00

14 MU'MC'VLIR-UOS'B7'144 & 145 GLIDE HB CHAIRS

ACCOUNTS OFFICE Sep-06 GOOD 2 12 068.00 6 034.00

15 MU'MC'VLIR-UOS'C7'154A

WOODEN FILLING CABINET


16 MU'MC'VLIR-UOS'C2'253 & 254

TALL WOODEN CUPBOARD


17 MU'MC'VLIR-UOS'C1'101 & 102 OPEN BOOKSHELVES


18 MU'MC'VLIR-UOS'C2' 294-295 BOOK CASE

PSU MAIN OFFICE Jan-10 WORKING 2 13 295.00 11 633.13

19 MU'MC'VLIR-UOS'C2'296 IT 3 DOOR CABINET


20 MU'MC'VLIR-UOS'B4'001-010 BANQUET CHAIR


COMPUTERS & ICT ITEMS

18 MU'MC'VLIR-UOS'E7'555 CPU

CZC6262JT7 HP

DC 5100 MT


MONITOR CND6161JZV HP 1740

PSU MAIN OFFICE Sep-06 WORKING 1

KEYBOARD


Tag Number Description Serial number Make Model Location

Date of Purchase

Current Status

Units Total cost



CZC626378M HP

DC 5100 MT


MONITOR HP 1740 PSU MAIN OFFICE Sep-06 WORKING 1

KEYBOARD PSU MAIN OFFICE Sep-06 WORKING 1


CZ6262JTB HP

DC 5100 MT


MONITOR CND6161J9W HP 1740

PSU MAIN OFFICE Sep-06 WORKING 1

KEYBOARD PSU MAIN OFFICE Sep-06 WORKING 1

21 MU'MC'VLIR-UOS'E7'1097A LAPTOP

HUB 62900ZR HP

NC 8230


23 MU'MC'VLIR-UOS'E7' LAPTOP HP

NC 8230


24 MU'MC'VLIR-UOS'E7'1464 LAPTOP

2CE9091B2G

HP-Elitebook 8530P

PSU MAIN OFFICE Apr-09 WORKING 1 125 950.00 41 983.33

MU'MC'VLIR-UOS'E7'1097 LAPTOP

HUB 62900ZT HP

NC 8230

ACCOUNTANT Sep-06 STOLEN 1 120 980.00 -

25 MU'MC'VLIR-UOS'E7'001 PROJECTOR

GY9F650302L EPSON EMP82


26 VIDEO CAMERA

S010078984M Sony


27 STILL CAMERA

1630715832 Cannon

DS126071


OTHER ASSETS

28 MU'MC'VLIR-UOS'005

PAPER BINDER

BY2188 PSU MAIN OFFICE WORKING 1 3 000.00 -

29 MU'MC'VLIR-UOS'D'003

PAPER CUTTER LIQIAO PSU MAIN OFFICE WORKING 1 1 200.00 -

30 MU'MC'VLIR-UOS'C'001

FIREPROOF SAFE

B17040991

COMPACT BIF 400

PSU MAIN OFFICE Jul-07 WORKING 1 150 000.00 75 000.00

31 PABX 6 INPUTS & 24 EXT. PSU MAIN OFFICE Aug-06 WORKING 1 114 426.00 -

32 TELEPHONE HEADSETS PANASONIC T2373

PSU MAIN OFFICE Aug-06 WORKING 4 20 880.00 -

33 SECURITY EQUIPMENT PSU OFFICES Aug-06 WORKING 141 666.00 -

VEHICLE

34 KAV 614 E VEHICLE KAV 614 E TOYOTA HIACE

PSU MAIN OFFICE Aug-06 WORKING 1

2 249 200.00 -


Table 18 Project 2: CSE Assets

Tag Number Description

Serial number Make Model Location

Date of Purchase

Current Status

Units Total cost


1 MU'MC'VLIR-UOS'E7'1417 SERVER 94FFW3J DELL ECMOI

SERVER ROOM- CSE MC

2008/08/08 OK 1

315 914.00 -

MONITOR

CNOG342H-64180 OK 1

KEYBOARD

CNODJ329-71616-86J-OH5K OK 1


MONITOR

CNC807RMK5 HP L1710

SERVER ROOM- CSE MC 19.1.09 OK 1

43 183.00 14 394.33

CPU 3CB827219R

DX 2390 OK 1

KEYBOARD

CT-BABXBOEG-AW4141

KU 0316 OK 1


MONITOR

CNC807RMMM HP L1710


43 183.00 14 394.33

CPU 3CB82720FP

DX 2390 OK 1

KEYBOARD

CT-BABXBOE-GAW41S7

KU 0316 OK 1


MONITOR

CND81005JD HP L1710


43 183.00 14 394.33

CPU 3CB827113 DX 2390 OK 1

KEYBOARD

CT-BABXBOEG-AW4198

KU 0316 OK 1


MONITOR

CNC807RMM4 HP L1710

SERVER ROOM- CSE 19.1.09 OK 1

43 183.00 14 394.33

CPU 3CB82720FW

DX 2390 OK 1

KEYBOARD

CT-BABXBOEG-AW41C8

KU 0316 OK 1


MONITOR

CND81006V8 HP L1710


43 183.00 14 394.33

CPU 3CB82720T4

DX 2390 OK 1

KEYBOARD

CT-BABXBOEG-AW41C8

KU 0316 OK 1


MONITOR

CNC807RN25 HP L1710


43 183.00 14 394.33

CPU 3CB82720XH

DX 2390 OK 1

KEYBOAR CT-

KU

OK 1




Date of Purchase

Current Status

Units Total cost


D BABXBEGAW-41FP

0316


MONITOR

CNC807RN5R HP L1710


43 183.00 14 394.33

CPU 3CB82720ZQ

DX 2390 OK 1

KEYBOARD

CT-BABXBOEGA-W41E7

KU 0316 OK 1


MONITOR

CNC807RMXF HP L1710


43 183.00 14 394.33

CPU 3CB82720XQ

DX 2390 OK 1

KEYBOARD

CT-BABXBOEGA-W41BO

KU 0316 OK 1

10

MONITOR

CND81006JD HP L1710


43 183.00 14 394.33

CPU 3CB827219T

DX 2390 OK 1

KEYBOARD

BABXBOEGAW4170

KU 0316 OK 1

11

MU'MC'VLIR-UOS'E7'978

MONITOR DEORW323 DELL

CSE OFFICE

2007/12/11 OK 1

75 000.00 -

CPU 2NY373J OK 1

KEYBOARD

CNOUY780658917740654 OK 1

12


MONITOR

CNC730Q6H6 HP L1710

CSE OFFICE

2007/11/12 OK 1

60 000.00 -

CPU HUB7340BRN

DX 2390 OK 1

KEYBOARD

BC3250BVBUQ8BZ

KU 0316 OK 1

13


MONITOR

CNC7725PKG2 HP L1710

CSE OFFICE

2007/11/12 FAULTY 1

60 000.00 -

CPU HUB7340BWY

DX 2300 OK 1

KEYBOARD

BC3250BVBUQ3DB

KU 0316 OK 1

UPS NBO642015137 APC OK 1

14


MONITOR

CNN7392D611 HP L1710

CSE OFFICE

2007/11/12 OK 1

60 000.00 -

CPU HUB74306NC

DX 2300 OK 1

KEYBOARD

BC3250CQRV685G

KU 0316 OK 1

15


MONITOR

CNN7392GFQ HP L1710

CSE OFFICE

2007/11/12 OK 1

60 000.00 -

MU'MC'VLIR-

CPU HUB74306

DX

OK 1




Date of Purchase

Current Status

Units Total cost


UOS'E7'983 KP 2300

16

MU'VLIR-UOS'E7'957 LAPTOP

CNU7470GZN HP 6710B SITTERS Mar-08 OK 1

108 775.00 -

17


SERVER ROOM

POWEREDGE 2900

MONITOR

CN-ODJ329-71616-86J-OH5K DELL 2010 OK

55 500.00 37 000.00

KEYBOARD

CN-OG342H-64180-885-OOBL-AOO DELL

MU'MC'VLIR-UOS'ICTE7'1750 LAPTOP

CN40113FXP HP 2010 ok 1

60 000.00 40 000.00

18

MU'MC'VLIR-UOS'ICTET'1744 LAPTOP

CNU0113FY9 HP 2010 ok 1

60 000.00 40 000.00

MU'MC'VLIR-UOS'ICTE7'1742 LAPTOP

CN40113FPF HP 2010 ok 1

60 000.00 40 000.00

MU'MC'VLIR-UOS'ICTET'1743 LAPTOP

CNU0113FWR HP 2010 ok 1

60 000.00 40 000.00

19 BEAMER

20 GPS

TRIMBLE

Table 19 Project 3:AgBio Assets



Date of Purchase

Current Status

Units Total cost


1

MU'CHEP'VLIR-UOS'FCS'E7'264

MONITOR

CN-OWY564-6418083H-IRRH DELL

FAMILY CONS. CHEP 13/10/08 OK 1

57 000.00 -

CPU GYGXIS 1

KEYBOARD

CN-ODJ331-71616-872-01HD 1

2

MU'CHEP'VLIR-UOS'ANS'E7'265

MONITOR

CN-OG349H-64180 DELL

ANIMAL SCIEN. CHEP 13/10/08 OK 1

57 000.00 -

CPU 2KR3GBS 1

KEYBOARD

CN-OGDJ331-71616-872-020H 1

3

MU'CHEP'VLIR-UOS'SCHS'E7'266

MONITOR


SEED,CROP & HORT. CHEP 13/10/08 OK 1

57 000.00 -




Date of Purchase

Current Status

Units Total cost


CPU 2KR4GBS 1

KEYBOARD

CN-ODJ331-71616-83K-OW2N 1

4

MU'CHEP'VLIR-UOS'SSC'E7'263

MONITOR


SOIL SCIEN. CHEP 13/10/08 OK 1

57 000.00 -

CPU JQGDXIS 1

KEYBOARD

CN-ODJ331-71616-872-02JH 1

5

MU'CHEP'VLIR-UOS'SAB'E7'270

MONITOR

CN-OMM139-72872-84G-2EUS DELL

SCH. OF AGR. & BIO CHEP 21/01/09 OK 1

55 000.00 18 333.33

CPU HNC3W1S 1

KEYBOARD E145614 1

6

MU'CHEP'VLIR-UOS'SCHS'E7'271

MONITOR

CN-OMM139-72872-84G-3AJS DELL

SEED,CROP & HORT. CHEP 21/01/09 OK 1

55 000.00 18 333.33

CPU 74C3W1S 1

KEYBOARD

MY-ODJ331-71619-84U-267S 1

7

MU'CHEP'VLIR-UOS'FCS'E7'272

MONITOR

CN-OMM139-72872-84G-4URS DELL

FAMILY CONS. CHEP 21/01/09 OK 1

55 000.00 18 333.33

CPU 79BW1S 1

KEYBOARD

MY-OOJ331-71619-84U-1454 1

8

MU'CHEP'VLIR-UOS'SSC'E7'273

MONITOR

CN-OMM139-72872-84G-4AURS DELL

SOIL SCIEN. CHEP 21/01/09 OK 1

55 000.00 18 333.33

CPU 3LC3W1S 1

KEYBOARD

MY-OOJ331-71619-855-4138 1

9

MU'CHEP'VLIR-UOS'ANS'E7'274

MONITOR

CN-OMM139-72872-84G-4NGS DELL

ANIMAL SCIENCE CHEP 21/01/09 OK 1

55 000.00 18 333.33

CPU CY9W18 1

KEYBOARD

MY-ODJ331-71619-84U-2549 1




Date of Purchase

Current Status

Units Total cost


10

MU'CHEP'VLIR-UOS'FCS'E7'267 LAPTOP 480816874

TOSHIBA

FAMILY & CONS. CHEP 27/10/08 OK 1

115 000.00 -

11

MU'CHEP'VLIR-UOS'PL'E7'275 LAPTOP 88036163

TOSHIBA

SOIL SCIEN. CHEP

2008/11/12 OK 1

89 000.00 -

12

MU'CHEP'VLIR-UOS'SAB'E7'276 LAPTOP 88036243

TOSHIBA

SCH.AGR. &BIO. CHEP

2008/11/12 OK 1

89 000.00 -

13

MU'CHEP'VLIR-UOS'SAB'E'002

PROJECTOR

7071074846 SONY

SCH.AGR. &BIO. CHEP

2008/11/12 OK 1

65 800.00 -

14


PROJECTOR 70711548 SONY

SCH.AGR. &BIO. CHEP

2008/11/12 OK 1

65 800.00 -

15


PROJECTOR 707282846 SONY

SCH.AGR. &BIO. CHEP

2008/11/12 OK 1

65 800.00 -

16

MU'CHEP'VLIR-UOS'SSC'E8'085 PRINTER

CNC9475361

HP LASER JET P2015

SOIL SCEINCE CHEP 27/10/08 OK 1

24 000.00 -

17

MU'CHEP'VLIR-UOS'FCS'E8'086 PRINTER

CNBW87B087 HP LASER JET


24 000.00 -

18

MU'CHEP'VLIR-UOS'FCS'E'001

MEDICAL SCALE & HEIGHT STODOMETER

5834208077514


19 400.00 -

19



5834215076166


19 400.00 -

20



3854111076726


19 400.00 -

21


BATHROOM SCALE 3705

FAMILY & CONS. CHEP 21/09/08 OK 1 7 500.00 -

22


BATHROOM SCALE 2407


23


WEIGHING SCALE FLOOR TYPE 425


24




25




26


WEIGHING SCALE 2356 S FAMILY &

CONS. 21/09/08 OK 1 6 800.00 -




Date of Purchase

Current Status

Units Total cost


CHEP

27


WEIGHING SCALE 2356 S


28


WEIGHING SCALE 2356 S


29

MU'CHEP'VLIR-UOS'SAB'A11'039

OFFICE DESK- single pedestal

SCH. OF AGR. & BIO TECH. CHEP 25/02/09 GOOD 1

14 000.00 -

30


OFFICE DESK- double pedestal

SCH. OF AGR. & BIO TECH. CHEP 25/02/09 GOOD 1

17 300.00 5 766.67

31

MU'CHEP'VLIR-UOS'SAB'E7'001

VIDEO CAMERA 708835 SONY

SCH. OF AGR. & BIO TECH. CHEP 13/02/09

WORKING 1

32 400.00 10 800.00

32


DIGITAL CAMERA 4168895 SONY

SCH. OF AGR. & BIO TECH. CHEP 19/03/09

WORKING 1

20 300.00 6 766.67

33 LAP TOP

CNU 742217Y HP

6710 B

project leader 2007 working 1

108 775.00 -

34

MU/MC/VLIR-UOS/ICT/1748 laptop

CNU 0113FPY

COMPAQ

Dean's office 2010 ok 1

60 000.00 40 000.00

35 desktop

CZC020FMQ DELL

Wambugu's office 2010 ok 1

55 500.00 37 000.00

MOTOR VEHICLE

FORD RANGER DOUBLE C.

AGBIO- CHEPKOILEL

2009/02/02

WORKING 1

2 806 150.00 701 537.50

Table 20 Project 4: Health Assets

Tag Number Descripti

on Serial

number Make Model Location Date of

Purchase Current Status

Units Total cost

Written Down Value

(AP 2010)

1 MU'VLIR-UOS'E7'001 MONITOR

CNC730Q6GX HP

DSS WEBUYE

2007/11/12

WORKING 1

60 000.00 -

MU'VLIR-UOS'E7'910 CPU

HUB7340BSQ 1

MU'VLIR-UOS'E7'911

KEYBOARD

BC3250CQRV56W9 1


CNC730Q69P HP

DSS WEBUYE

2007/11/12

WORKING 1

60 000.00 -


HUB7340C1J 1

MU'VLIR-UOS'E7'918

KEYBOARD

BC3250BQRUWECE 1


CNC730Q69R HP

DSS WEBUYE

2007/11/12

WORKING 1

60 000.00 -


HUB7340BWO 1



on Serial



Units Total cost

Written Down Value

(AP 2010)

MU'VLIR-UOS'E7'901

KEYBOARD

BC3250BQRUWEZK 1


CNC730Q6FJ HP

DSS WEBUYE

2007/11/12

WORKING 1

60 000.00 -


HUB7340BXY 1

MU'VLIR-UOS'E7'908

KEYBOARD

BC3250BQRUWEAU 1


CNC730Q6H3 HP

DSS WEBUYE

2007/11/12

WORKING 1

60 000.00 -


HUB7340BWD 1

MU'VLIR-UOS'E7'905

KEYBOARD

BC3250BQRUWFOF 1


CNN7390THQ HP

DSS WEBUYE

2007/11/12

WORKING 1

60 000.00 -


HUB74306KV 1

MU'VLIR-UOS'E7'982

KEYBOARD

BC3250BQRUWEDD 1

7 MU'VLIR-UOS'001 UPS

NBO642015125 APC

DSS WEBUYE

2007/11/06

WORKING 1

24 360.00 -


NBO642015272 APC

DSS WEBUYE

2007/11/06

WORKING 1

24 360.00 -


NBO642016068 APC

DSS WEBUYE

2007/11/06

WORKING 1

24 360.00 -

10

MU'VLIR-UOS'DSS'E8'662 PRINTER

LPKA984882

CANON

DSS WEBUYE

2007/08/11

WORKING 1

145 000.00 -

11

MU'VLIR-UOS'DSS'E3'002 COPIER

PAD7720963

KYOCERA 2035

DSS WEBUYE

NOT WORKIN

G 1

12

MU.MC.ICT.E8.745/VLIR-UOS/HEALTH PRINTER

CNCJH39574

P2055D 24/5/10

WORKING 1

11 500.00 7 666.67

13 MU.SOM.VLIR-UOS.E8.039

VNF4550507

*HPLaserJet P1005

DSS WEBUYE 2010 Working

26 500.00 17 666.67

14

MU'VLIR-UOS'E'002

FAX MACHINE

7FABCO72916

PANASONIC

KX-FP362CX

DSS WEBUYE

2007/11/06

WORKING 1

29 000.00 -

15

MU'VLIR-UOS'DSS'E7'1459 SERVER DELL

DSS WEBUYE

2008/08/08

315 914.00 -

MAIN BODY C4FFW3J DELL

2007/05/11

WORKING 1

75 000.00 -

MONITOR

CNOG342H641808941P7L DELL

WORKING 1

KEYBOARD

CNOUY7806589183MOO1Y DELL

WORKING 1

16

MU'VLIR-UOS'DSS'E7'017A

LCD PROJECTOR 701156817 SONY

VPL-ES5

DSS WEBUYE 21/10/08

WORKING

75 000.00 -



on Serial



Units Total cost

Written Down Value

(AP 2010)

MU.MC.ICT.E7.1839 *CPU

17

MU.MC.ICT.E7.1825

*MONITOR

CZC0208FS1 Working

MU.MC.ICT.E7.1839

*KEYBOARD

CNC014PKHX HSTND-2671-A

2010/07/11 Working

55 500.00 37 000.00

*MOUSE BAUXH0AHHYQ1R1 Working

FATSK0K8FYQ3RL Working


18

MU.MC.ICT.E7.1840

*MONITOR

CZC0208FR9

2010/07/11 Working

55 500.00 37 000.00

MU.MC.ICT.E7.1837

*KEYBOARD

CNC014PKDR HSTND-2671-A Working

MU.MC.ICT.E7.1837 *MOUSE

BAUXH0ARZYPDZA Working

FATSK0K8FYQ366 Working


19

MU.MC.ICT.E7.1826

*MONITOR

CZC0111S19 Working

MU.MC.ICT.E7.1853

*KEYBOARD

CNC014PK5S HSTND-2671-A

2010/07/11 Working

55 500.00 37 000.00

*MOUSE BAUXHOAHHYQ105 Working

FATSK0KFYH4YC Working


MU.MC.ICT.E7.1851

*MONITOR

CZC0208FMZ

2010/07/11 Working

55 500.00 37 000.00


20

MU.MC.ICT.E7.1826

*MONITOR

CZC0111S20 Working

FATSK0K8FYQ38R

2010/07/11 Working


21

MU.MC.ICT.E7.1849

*MONITOR

CZC0208FSZ Working

MU.MC.ICT.E7.1827

*KEYBOARD

CNC014PKH0 HSTND-2671-A

2010/07/11 Working

55 500.00 37 000.00

*MOUSE BAUXHOAHHYQ1Q6 Working

FATSK0K8FYQ36M Working




on Serial



Units Total cost

Written Down Value

(AP 2010)

MU.MC.ICT.E7.1836

*MONITOR

CZCO208FPJ Working

22

MU.MC.ICT.E7.1830

*KEYBOARD

CNCO14PK4X HSTND-2671-A

2010/07/11 Working

55 500.00 37 000.00

*MOUSE BAUXHOAHHYQINY Working

FATSKOK5BYHA14 Working


MU.MC.ICT.E7.1841

*MONITOR

CZCO208FMO Working

23

MU.MC.ICT.E7.1842

*KEYBOARD

CNCO14PKGS HSTND-2671-A

2010/07/11 Working

55 500.00 37 000.00

*MOUSE BAUXHOAHHYQ10V Working

FATSKOK8FYQ3QV Working


MU.MC.ICT.E7.1830

*MONITOR

CZCO111S1J Working

24

MU.MC.ICT.E7.1845

*KEYBOARD

CNCO14PK08 HSTND-2671-A

2010/07/11 Working

55 500.00 37 000.00

*MOUSE BAUXHOAHHYQ1QD Working

FATSKOK8FYQ38L Working


MU.MC.ICT.E7.1833

*MONITOR

CZCO208FP4 Working

25

MU.MC.ICT.E7.1852

*KEYBOARD

CNCO14PK6L HSTND-2671-A

2010/07/11 Working

55 500.00 37 000.00

*MOUSE BAUXHOAHHYQ1QY Working

FATSKOK8FYH4XO Working


MU.MC.ICT.E7.1846

*MONITOR

CZCO208FL9 Working

26

MU.MC.ICT.E7.1855

*KEYBOARD

CNCO14PK53 HSTND-2671-A

2010/07/11 Working

55 500.00 37 000.00

*MOUSE BAUXHOAHHYQ1QX Working

FATSKOK8FYQ36V Working

FURNITURE

27

MU'VLIR-UOS'B7'002 - 005 CHAIRS

DSS WEBUYE 18/03/08 GOOD 4

53 200.00 46 550.00

28 MU'VLIR-

UOS'A10' 036 -

OFFICE DESKS- single pedestal


86 000.00 75 250.00



on Serial



Units Total cost

Written Down Value

(AP 2010)

039

29

MU'VLIR-UOS'C2' 001 - 002 WOODEN BOOK SHELVES


30 000.00 26 250.00

CHAIRS DSS WEBUYE May-10 GOOD 10

60 000.00 40 000.000

READING TABLES DSS WEBUYE May-10 GOOD 5

60 000.00 40 000.000

GPS

30

MU'VLIR-UOS'DSS'E7'1460 JUNO ST

9910-0075-100-265

TRIMBLE

DSS WEBUYE 26/05/08

WORKING 1


9910-0075-100-273

TRIMBLE

DSS WEBUYE "

WORKING 1


9910-0075-100-692

TRIMBLE

DSS WEBUYE "

WORKING 1

MU'VLIR-UOS'DSS'E7'1463 GEOXT

4745402819

TRIMBLE

PN-609050-20

DSS WEBUYE "

WORKING 1

766 122.00 510 748.00

31

MU'VLIR-UOS'DSS'E'001

SWITCH D-LINK

PL2917BOO8492

DES-1008D

DSS WEBUYE

WORKING 1

VEHICLE

32 VEHICLE

TOYOTA DOUBLE CABIN KBB 414 S

DSS WEBUYE 28/08/08

ACCIDENT 1

3 100 000.00 2 325 000.00

ASSETS AT SCHOOL OF MEDICINE

33

MU'SOM'VLIR-UOS'E7'036 MONITOR

CNC5041NTX HP 7540

SOM- SURGERY DEPT

2007/12/11

WORKING 1

60 000.00 20 000.00

CPU CZC52704ZV

DX2300 1

KEYBOARD

6778904Q-RR5ZZ KB-0316 1

34

MU'VLIR-UOS'E7'002 MONITOR

CNC73OQ6HI HP 7540

SOM-MICRO BIOLOGY DEPT

2007/12/11

WORKING 1

60 000.00 20 000.00

MU'VLIR-UOS'E7'909 CPU HB7340BSX

DX2300 1

MU'VLIR-UOS'E7'909

KEYBOARD

BC3250BQRUW106 KB-0316 1

35

MU'SOM'VLIR-UOS'E8'008 PRINTER

CNCORO4619 HP 1018 SOM- SURGERY DEPT

WORKING 1

36


LCD PROJECTOR

VT590G7X40052EH HP VT 590

SOM- SURGERY DEPT 23/07/08

WORKING 1

85 500.00 57 000.00

37

MU'MC'VLIR-UOS'E7'960 LAPTOP

CNU7440DMO HP

SOM- SURGERY DEPT

2008/02/02

WORKING 1

108 775.00 72 516.67

38 LAPTOP CNU HP DSS WEBUYE 2/2.2008 STOLEN

108 775.00 72 516.67

3 MU'SOM'VLIR-UPS

NP0642015APC

VR150SOM-MICRO 2007/11/0 WORKIN

1 24

8 120.00



on Serial



Units Total cost

Written Down Value

(AP 2010)

9 UOS'E7'104 146 0 BIOLOGY DEPT

6 G 360.00

40 GPS

9.91001E+13

TRIMBLE

SOM-MICRO BIOLOGY DEPT

NOT WORKIN

G 1 see above - GPS

41

MU.VLIR-UOS.ICT.E7.1746 LAPTOP

CNU0113FLC

COMPAQ 24/5/10

WORKING 1

60 000.00 40 000.00

42

MU.VLIR-UOS.ICT.E7.1746 LAPTOP

CNU0113FNY

COMPAQ 24/5/10

WORKING 1

60 000.00 40 000.00

43 METAL FILING CABINET 2010 GOOD 1

13 995.00 13 995.00

Table 21 Project 5: Textiles Assets



Date of Purchase

Current Status

Units Total cost


1 COPIER PAD 7720970

KYOCERA

KM 2035

TEXTILE OFFICE - MAIN CAMPUS

2007/08/11

WORKING 1

145 000.00 -

2 MU'VLIR-UOS'E3'001 SCANJET L1911B HP 5590


SEPT 2008

WORKING 1

50 000.00 -

3 MU'MC'VLIR-UOS'D2''013 UPS

5B0751T14878 APC CS 650


SEPT 2008

WORKING 1 7 500.00 -

4 MU'MC'VLIR-UOS'E7'102 UPS

5BO751120423 APC CS 650


SEPT 2008

WORKING 1 7 500.00 -


3BO816X53863 APC CS 650


SEPT 2008

WORKING 1 7 500.00 -


3BO825X40070 APC CS 650


SEPT 2008

WORKING 1 7 500.00 -


081-081231-0301

EDIGITEK 650 VA


SEPT 2008

WORKING 1

15 000.00 -


081-081231-0302

EDIGITEK 650 VA


SEPT 2008

WORKING 1

15 000.00 -

9 MU'MC'VLIR-UOS'E7'108 LAPTOP

CNU 744OD63 HP

TEXTILE OFFICE - MAIN CAMPUS Feb-08

WORKING 1

108 775.00 -

10 LAPTOP

CNU 74319JD HP

TEXTILE OFFICE - MAIN

Feb-08 WORKI

NG 1 108 775.00 -




Date of Purchase

Current Status

Units Total cost


CAMPUS

11 LAPTOP

CNU0113FMM

COMPAQ-HP 610

With Dr. Oyondi 2010 OK 1

60 000.00 40 000.00

12 LAPTOP

COMPAQ-HP

610 With Prof. Wambua 2010 OK 1

60 000.00 40 000.00

Table 22 Project 6: Gender Assets



Date of Purchase

Current Status

Units Total cost


1 PRINTER XLP6712094

KYOCERA

FS 4000 DN

IGERD MAIN CAMPUS 14/4/08 OK 1

117 740.00 -

2 MU'VLIR-UOS'E'501

3 IN ONE- COPIER

AV0708010638

KYOCERA

FS1116MFP


69 600.00 -

3 MU'VLIR-UOS'E8'500

POCKET PC

3CC7480C3W HP

IPAQ PC 114


21 360.00 -

POCKET PC

3CC7480C4D HP

IPAQ PC 114


21 360.00 -

POCKET PC

3CC7480C3Y HP

IPAQ PC 114


21 360.00 -

POCKET PC

3CC7480C4B HP

IPAQ PC 114


21 360.00 -

POCKET PC

3CC7480C31 HP

IPAQ PC 114


21 360.00 -

4 MONITOR CNN7392HPO HP

L1908W


60 000.00 -

CPU HUB7431F18

DX2300M IGERD MAIN CAMPUS OK 1

MU'VLIR-UOS'E7'976

KEYBOARD

BC3250CVBVBRX IGERD MAIN CAMPUS OK 1

5 UPS 838700205 MECER


14 000.00 -

6 MU'VLIR-UOS'E7'350 UPS

838700185 MECER

ME 2000BK


27 000.00 -

7 MU'VLIR-UOS'E7'351

MITA COPIER

KJA 8802048

KYOCERA

KM2035


145 000.00 -

8 EXEC. DESK

IGERD MAIN CAMPUS Sep-06 GOOD 1

22 845.00 -


MU'MC'VLIR-UOS'IGERD'E3'044

GLIDE HB CHAIR

IGERD MAIN CAMPUS Sep-06 GOOD 1 6 034.00 -

MU'MC'VLIR-UOS'A3'293

9 BINDER 80023 KATKO 2188

IGERD MAIN CAMPUS 2008 GOOD 1 3 000.00 -

10

COLOUR PRINTER

MY68BC4302 HP C3183 IGERD MAIN CAMPUS GOOD 1 0

11


CAMERA- DIGITAL 2384647 SONY 1080

IGERD MAIN CAMPUS Jan-09 GOOD 1

20 995.00 6 998.33

12

MU'MC'VLIR-UOS'IGERD'D2'010

VIDEO CAMERA 716094 SONY 40X

IGERD MAIN CAMPUS Jan-09 GOOD 1

21 995.00 7 331.67

13

MU'MC'VLIR-UOS'IGERD'D2'010 LAP TOP

CNU 744OD88 HP

IGERD MAIN CAMPUS Mar-08 GOOD 1

108 775.00

-

Table 23 Project 7: ICT Assets



Date of Purchase

Current Status

Units Total cost


1 MU.VLIR-UOS.E7.902

HP Black CPU

HUB7340BTX

HP Compaq

dx2300M

ICT Lab

Nov-07

OK 1 60 000.00

-

MU.VLIR-UOS.E7.010

HP Monitor

CNC730Q68S

HP

ICT Lab

OK 1


HP Black CPU

HUB7340BVO

HP Compaq

dx2300M

ICT Lab

Nov-07

OK 1 60 000.00

-

MU.VLIR-UOS.E7.021

HP Monitor

CNC7 HP

ICT Lab

OK 1


HP Black CPU

HUB7340BSG

HP Compaq

dx2300M

ICT Lab Office

Nov-07

OK 1 60 000.00

-

MU.VLIR-UOS.E7.015

HP Monitor

CNC730Q68D

HP

ICT Lab Office

OK 1


HP Black CPU

HUB7340BWM

HP Compaq

dx2300M

ICT Lab Office

Nov-07

OK 1 60 000.00

-

MU.VLIR-UOS.E7.001

HP Monitor

CNC728Q1NW

HP

ICT Lab Office

OK 1


HP Black CPU

HUB7340BVB

HP Compaq

dx2300M

ICT Lab Office

Nov-07

OK 1 60 000.00

-

MU.VLIR-UOS.E7.013

HP Monitor

CNC730Q6F1

HP

ICT Lab Office

OK 1


HP Black CPU

HUB7340BTD

HP Compaq

dx2300M

ICT Lab Office

Nov-07

OK 1 60 000.00

-

MU.VLIR-UOS.E7.019

HP Monitor

CNC728Q1MM

HP

ICT Lab Office

OK 1




Date of Purchase

Current Status

Units Total cost



HP Black CPU

HUB7340BRI

HP Compaq

dx2300M

ICT Lab Office

Nov-07

OK 1 60 000.00

-

MU.VLIR-UOS.E7.020

HP Monitor

CNC729Q3K3

HP

ICT Lab Office

OK 1


HP Black CPU

HUB7340BWW

HP Compaq

dx2300M

ICT RM 242

Nov-07

OK 1 60 000.00 -

MU.VLIR-UOS.E7.005

HP Monitor

CNC728Q1ML

HP

ICT RM 242

OK 1


HP Black CPU

HUB7340BW7

HP Compaq

dx2300M

ICT RM 244

Nov-07

OK 1 60 000.00 -

MU.VLIR-UOS.E7.007

HP Monitor

CNC729Q3K6

HP

ICT RM 244

OK 1

10

MU.VLIR-UOS.E7.904

HP Black CPU

HUB7340BSF

HP Compaq

dx2300M

ICT RM 244

Nov-07

OK 1 60 000.00 -

MU.VLIR-UOS.E7.011

HP Monitor

CNC729Q3K5

HP

ICT RM 244

OK 1

11

MU.VLIR-UOS.E7.907

HP Black CPU

HUB7340BSH

HP Compaq

dx2300M

ICT Office

Nov-07

OK 1 60 000.00 -

MU.VLIR-UOS.E7.003

HP Monitor

CNC730Q69X

HP

ICT Office OK 1

12

MU.VLIR-UOS.E7.900

HP Black CPU

HUB7340BTZ

HP Compaq

dx2300M

ICT Office

Nov-07

OK 1 60 000.00 -

MU.VLIR-UOS.E7.012

HP Monitor

CNC729Q523

HP

ICT Office OK 1

13

MU.VLIR-UOS.E7.921

HP Black CPU

HUB7340BST

HP Compaq

dx2300M

ICT Director

Nov-07

OK 1 60 000.00 -

MU.VLIR-UOS.E7.014

HP Monitor

CNC730Q68H

HP

ICT Director

OK 1

14

HP Black CPU

HUB7340BWX

HP Compaq

dx2300M

ODL (Rivatex)

Nov-07

OK 1 60 000.00 -

HP Monitor

CNC730Q69Y

HP

ODL (Rivatex)

OK 1

15

HP Black CPU

HUB7340BWX

HP Compaq

dx2300M

ICT RM 244 Nov-07

OK 1 60 000.00 -

HP Monitor

CNC730Q69W

HP

ICT RM 244

OK 1

16

MU.VLIR-UOS.E7.

HP Black CPU

HUB7340BRS

HP Compaq

dx2300M

ICT RM 244 Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC728Q1NZ

HP

ICT RM 244

OK 1

17

MU.VLIR-UOS.E7.

HP Black CPU CZC0111SO

B

HP Compaq

dx2300M

ICT RM 244 Nov-10

OK 1 60 000.00

40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PK4V

HP

ICT RM 244

OK 1




Date of Purchase

Current Status

Units Total cost


18

MU.VLIR-UOS.E7.

HP Black CPU CZC0208F

MN

HP Compaq

dx2300M ICT Office Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PJ76

HP ICT Office

OK 1

19

MU.VLIR-UOS.E7.

HP Black CPU CZC0208FQ

P

HP Compaq

dx2300M ICT Office Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKG8

HP ICT Office

OK 1

20

MU.VLIR-UOS.E7.

HP Black CPU

CZC0208FR5

HP Compaq

dx2300M

ICT director

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC729Q3K6

HP

ICT director

OK 1

21

MU.VLIR-UOS.E7.

HP Black CPU CNC014PK

BM

HP Compaq

dx2300M

ODL (Rivatex)

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC729Q3K5

HP

ODL (Rivatex)

OK 1

22

MU.VLIR-UOS.E7.


1

HP Compaq

dx2300M

ODL (Rivatex)

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKDL

HP

ODL (Rivatex)

OK 1

23

MU.VLIR-UOS.E7.

HP Black CPU CZC0208FR

J

HP Compaq

dx2300M

ODL (Rivatex)

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKDK

HP

MU Library

OK 1

24

MU.VLIR-UOS.E7.

HP Black CPU CZC0111RZ

8

HP Compaq

dx2300M

MU Library Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PK57

HP

MU Library

OK 1

25

MU.VLIR-UOS.E7.

HP Black CPU CZC0208FT

3

HP Compaq

dx2300M

MU Library Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PK69

HP

MU Library

OK 1

26

MU.VLIR-UOS.E7.

HP Black CPU CZC0208FV

5

HP Compaq

dx2300M

MU Library Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PK6N

HP

MU Library

OK 1

27

MU.VLIR-UOS.E7.


9

HP Compaq

dx2300M

MU Library Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKBL

HP

MU Library

OK 1

28

MU.VLIR-UOS.E7.


L

HP Compaq

dx2300M

ICT Office Nairobi

Nov-10

OK 1 60 000.00

40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PJ79

HP

ICT Office Nairobi

OK 1




Date of Purchase

Current Status

Units Total cost


29

MU.VLIR-UOS.E7.

HP Black CPU CZC011150

7

HP Compaq

dx2300M

ICT Office Nairobi

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PJ74

HP

ICT Office Nairobi

OK 1

30

MU.VLIR-UOS.E7.

HP Black CPU CZC0208FP

G

HP Compaq

dx2300M

ICT Office Nairobi

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKCO

HP

ICT Office Nairobi

OK 1

31

MU.VLIR-UOS.E7.


S

HP Compaq

dx2300M

ICT Office Nairobi

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PK02

HP

ICT Office Nairobi

OK 1

32

MU.VLIR-UOS.E7.


4

HP Compaq

dx2300M

ICT Office Nairobi

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKGX

HP

ICT Office Nairobi

OK 1

33

MU.VLIR-UOS.E7.

HP Black CPU CZC0111S0

5

HP Compaq

dx2300M

Q Assurance Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKND

HP

Q Assurance

OK 1

34

MU.VLIR-UOS.E7.


Z

HP Compaq

dx2300M

Q Assurance Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PAH1

HP

Q Assurance

OK 1

35

MU.VLIR-UOS.E7.


N

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PK4K

HP

ICT STORE OK 1

36

MU.VLIR-UOS.E7.

HP Black CPU CZC0208FL

W

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKDT

HP

ICT STORE OK 1

37

MU.VLIR-UOS.E7.


S

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PK02

HP

ICT STORE OK 1

38

MU.VLIR-UOS.E7.


4

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKGX

HP

ICT STORE OK 1

39

MU.VLIR-UOS.E7.


N

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKG0

HP

ICT STORE OK 1




Date of Purchase

Current Status

Units Total cost


40

MU.VLIR-UOS.E7.

HP Black CPU CZC0208FR

S

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKG1

HP

ICT STORE OK 1

41

MU.VLIR-UOS.E7.


D

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKGZ

HP

ICT STORE OK 1

42

MU.VLIR-UOS.E7.


W

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PK5W

HP

ICT STORE OK 1

43

MU.VLIR-UOS.E7.

HP Black CPU

CZC0208FR0

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PKDM

HP

ICT STORE OK 1

44

MU.VLIR-UOS.E7.


B

HP Compaq

dx2300M

ICT STORE

Nov-10

OK 1 60 000.00 40 000.00

MU.VLIR-UOS.E7.

HP Monitor

CNC014PK50

HP

ICT STORE OK 1

LAPTOP COMPUTERS

1 MU.MC.VLIR-UOS.E7.1442

Dell Studio Laptop

BQZ0114J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67


Dell Studio Laptop

CQZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67


Dell Studio Laptop

BRZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67


Dell Studio Laptop

3Y0114J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67


Dell Studio Laptop

8RZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67


Dell Studio Laptop

9QZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67


Dell Studio Laptop

7RZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67


Dell Studio Laptop

GOZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67


Dell Studio Laptop

JX0114J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67

10

MU.MC.VLIR-UOS.E7.1451

Dell Studio Laptop

2Y0114J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67




Date of Purchase

Current Status

Units Total cost


11


Dell Studio Laptop

5RZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67

12


Dell Studio Laptop

4RZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67

13


Dell Studio Laptop

2RZ014J Dell Studio 1 1535

ICT Mar-09

1 68 000.00

22 666.67

14


Dell Studio Laptop

7QZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67

15


Dell Studio Laptop

DOZ014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67

16


Dell Studio Laptop

FQZ014J Dell Studio 1 1535

ICT Mar-09

1 68 000.00

22 666.67

17


Dell Studio Laptop

4YO014J Dell Studio

1535

ICT Mar-09

1 68 000.00

22 666.67

18


HP Laptop CNU9035YQ

HP

ICT Mar-08

1 108 775.00 -

19


HP Laptop CNU7440D9Q

HP

ICT Mar-08

1 108 775.00 -

20


HP Laptop CNU7410S4Y

HP

ICT Mar-08

1 103 075.00 -

21


Dell Studio Laptop

CNU0113FT3

HP

ICT Nov-10

1 68 000.00

45 333.33

22


HP Laptop CNU0113FTQ

HP

ICT Nov-10

1 68 000.00 45 333.33

23


HP Laptop CNU0113FT4

HP

ICT Nov-10

1 68 000.00 45 333.33

24


HP Laptop CNU0113FTO

HP

ICT Nov-10

1 68 000.00 45 333.33

LCD PROJECTORS (BEAMERS)


LCD PROJECTOR

VT590G-7X40047EH

NEC

ICT Mar-08

1 72 100.00

-


LCD PROJECTOR

VT590G-7X40059EH

NEC

ICT Mar-08

1 72 100.00

-

SERVERS


E-Learning Server

DELL PowerEdge 2900

15FFW3J

ICT Server Room

Dec-08

1 347 873.00 -


E-Learning Monitor

CN-OHX874-64180-81E-2RSH

1

DELL

ICT Server Room

Aug-08

315 914.00 -


Mail Server (Zimbra)

DELL PowerEdge 2900

1

G4FFW3J

ICT Server Room

Dec-08

347 873.00 -




Date of Purchase

Current Status

Units Total cost



Mail Server Monitor

CN-OG342H-64180-894-1PAL

1

DELL

ICT Server Room

Aug-08

315 914.00 -


Intranet Web Server

DELL PowerEdge 2900

1

H4FFW3J

ICT Server Room

347 873.00 -


Web Server Monitor

CN-OG342H-64180-894-1P9L

1

DELL

ICT Server Room

Aug-08

315 914.00 -


Library Server

DELL PowerEdge 2900

1 347

873.00 -

MTL Library

Dec-08


Library Server Monitor

1

DELL

MTL Library

Aug-08

315 914.00 -


Proxy Server

DELL PowerEdge 2900

1

25FFW3J

ICT Server Room

Dec-08

347 873.00 -


Proxy Server Monitor

CN-OG342H-64180-894-1P6L

1

DELL

ICT Server Room

Aug-08

315 914.00 -

UPS

1 UPS

NB0642016078

APC Server Room

2007/11/06

1500 VA 1

24 360.00 -

2 UPS

NB0642015153

APC Server Room

2007/11/06

1500 VA 1

24 360.00 -

3 UPS

NB0642016219

APC Server Room

2007/11/06

1500 VA 1

24 360.00 -

4 UPS

NB0642015149

APC Server Room

2007/11/06

1500 VA 1

24 360.00 -

5 UPS

NB0642015275

APC Server Room

2007/11/06

1500 VA 1

24 360.00 -

6 UPS

NB0642016212

APC Server Room

2007/11/06

1500 VA 1

24 360.00 -

7 UPS

NB0642016085

APC Server Room

2007/11/06

1500 VA 1

24 360.00 -

8

UPS

NB0642015283

APC MU_VLIR-UOS Office

2007/11/06

1500 VA

1 24 360.00 -

N-COMPUTING

1

L23 N-COMPUTING

NCL230K60200076

HP ICT LAB-Engineering 27/10/10

WORKING

24 360.00 16 240.00

2

L23 N-COMPUTING

NCL230K90200079


WORKING

24 360.00 16 240.00

3 L23 N-

COMPUTI

NCL230K00200080

HP ICT LAB- 27/10/10

WORKING

24 360.00 16 240.00




Date of Purchase

Current Status

Units Total cost


NG Engineering

4

L23 N-COMPUTING

NCL230K00200078


WORKING

24 360.00 16 240.00

5

L23 N-COMPUTING

NCL230K60200066


WORKING

24 360.00 16 240.00

6

L23 N-COMPUTING

NCL230K20200062


WORKING

24 360.00 16 240.00

7

L23 N-COMPUTING

NCL230K40200064


WORKING

24 360.00 16 240.00

8

L23 N-COMPUTING

NCL230K80200068


WORKING

24 360.00 16 240.00

9

L23 N-COMPUTING

NCL230K20200072


WORKING

24 360.00 16 240.00

#

L23 N-COMPUTING

NCL230K00200070


WORKING

24 360.00 16 240.00

#

L23 N-COMPUTING

NCL230K50200075


WORKING

24 360.00 16 240.00

#

L23 N-COMPUTING

NCL230K70200077


WORKING

24 360.00 16 240.00

#

L23 N-COMPUTING

NCL230K50200065


WORKING

24 360.00 16 240.00

#

L23 N-COMPUTING

NCL230K70200067


WORKING

24 360.00 16 240.00

#

L23 N-COMPUTING

NCL230K90200069


WORKING

24 360.00 16 240.00

#

L23 N-COMPUTING

NCL230K40200074


WORKING

24 360.00 16 240.00

#

L23 N-COMPUTING

NCL230K30200063


WORKING

24 360.00 16 240.00

# L23 N-

COMPUTI

NCL230K30200073

HP ICT LAB- 27/10/10

WORKING

24 360.00 16 240.00




Date of Purchase

Current Status

Units Total cost


NG Engineering

#

L23 N-COMPUTING

NCL230K10200071


WORKING

24 360.00 16 240.00

#

L23 N-COMPUTING

NCL230K10200061


WORKING

24 360.00 16 240.00

CPU HP PRO 3010MT

CZCOO636ZD


WORKING

78 000.00 52 000.00

CPU HP PRO 3010MT

CZCOO636YT

HP ICT LAB-Engineering

WORKING

78 000.00 52 000.00

CPU HP PRO 3010MT

CZCOO636YR

HP

ICT

WORKING

78 000.00 52 000.00

CPU HP PRO 3010MT

CZCOO636ZC

HP

ICT

WORKING

78 000.00 52 000.00

CPU HP PRO 3010MT

CZCOO63717

HP

ICT

WORKING

78 000.00 52 000.00

MONITOR

2

3CQ946086P


WORKING

24 360.00 16 240.00

3

MONITOR TFT 17"

3CQ9391FD0


WORKING

24 360.00 16 240.00

4

MONITOR TFT 17"

3CQ9591FHT


WORKING

24 360.00 16 240.00

5

MONITOR TFT 17"

CNC943NQW3


WORKING

24 360.00 16 240.00

6

MONITOR TFT 17"

3CQ9391DWZ


WORKING

24 360.00 16 240.00

7

MONITOR TFT 17"

3CQ9391DVO


WORKING

24 360.00 16 240.00

8

MONITOR TFT 17"

3CQ94254RG


WORKING

24 360.00 16 240.00

9

MONITOR TFT 17"

3CQ9391F3T

HP ICT LAB-Engine

27/10/10

WORKING

24 360.00 16 240.00




Date of Purchase

Current Status

Units Total cost


ering

#

MONITOR TFT 17"

3CQ9391DX3


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

CNC943NQP7


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

3CQ9391D55


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

CNC942QSGG


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

3CQ9391DW6


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

CNC942QVOK


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

CNC942QSGP


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

3CQ9391DTS


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

CNC938PRHK


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

CNC943NQVP


WORKING

24 360.00 16 240.00

#

MONITOR TFT 17"

CNC9429SGW


WORKING

24 360.00 16 240.00

MONITOR TFT 17"

3CQ9391FJI HP ICT LAB-Engineering 27/10/10

WORKING

MONITOR TFT 17"

CNC942Q5GZ


WORKING

MONITOR TFT 17"

3CQ9391CW9


WORKING

MONITOR TFT 17"

3CQ9391DX3

HP ICT 27/10/13

WORKING

part of above monitors




Date of Purchase

Current Status

Units Total cost


MONITOR TFT 17"

CNC942QSGW

HP ICT 27/10/14

WORKING

MONITOR TFT 17"

CNC943NGP7

HP ICT 27/10/15

WORKING

MONITOR TFT 17"

3CQ9391DWG

HP ICT 27/10/16

WORKING

MONITOR TFT 17"

CNC938PRHK

HP ICT 27/10/17

WORKING

KEYBOARD

B93B90LVBTN359 HP

ICT LAB-Engineering 27/10/12 WORKING

KEYBOARD

BC353OFCPX4NMB HP


KEYBOARD

BC3530FCPX40QQ HP


KEYBOARD

BC3530FCPX4QNS HP


KEYBOARD

BC3530FCPX40NR HP


KEYBOARD

B93B90AVBS54DZ HP


KEYBOARD

BC3530FCPX4PXT HP


KEYBOARD

BC3530FCPX4NWG HP


KEYBOARD

BC3530FCPX4POH HP


KEYBOARD

BC3530FCPX4PMY HP


KEYBOARD

BC3530FCPX40R3 HP


KEYBOARD

BC3530FCPX4QIU HP


KEYBOAR




Date of Purchase

Current Status

Units Total cost


D

FURNITURE

Office Desks

Office arm chairs-low back 2010 ok 20

85 980.00

ordinary office chairs 2010 ok 54 135 000.00

NETWORKING ITEMS AND ACCESSORIES

12 66 000.00

24 PORT SWITCH D-LINK OK 8 60 000.00

25 PORT PATCCH PANELRJ45 DATA SOCKETS COMPLETE GIGANET OK 150

93 000.00

UTP CAT6 CABLE ROLL OK 8 11 600.00

CABLE MANAGER OK 8 16 800.00

3 METER PATCH CABLES OK 288 129 600.00

1 METER PATCH CABLE OK 288 80 640.00

6U EQUIPMENT CABINET WITH FAN OK 8

VLIR-UOS university cooperation for development

Bolwerksquare 1a

1050 Brussels

Belgium

Tel. +32 (0)2 289 05 50

[email protected]

www.vliruos.be

Publisher: Flemish Interuniversity Council, University Cooperation for Development (VLIR-UOS)

Design: VLIR-UOS

Registration: D/2011/10.960/8

Publisher: Flemish Interuniversity Council, University Cooperation for Development (VLIR-UOS)

mid-term evaluation of the ongoing cooperation with moi … · mid-term evaluation of the ongoing...

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